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999			_c2720 _d2720
003			OSt
005			20170404151219.0
008			170404b xxu||||| |||| 00| 0 eng d
040			_cNational Acoustics Laboratories
100			_aHarris, Margaret
245			_aConcurrent and Longitudinal Predictors of Reading for Deaf and Hearing Children in Primary School
520	3		_aForty-one children with severe-profound prelingual hearing loss were assessed on single word reading, reading comprehension, English vocabulary, phonological awareness and speechreading at three time points, 1 year apart (T1–T3). Their progress was compared with that of a group of hearing children of similar nonverbal IQ, initially reading at the same level. Single word reading improved at each assessment point for the deaf children but there was no growth in reading comprehension from T2 to T3. There were no differences between children with cochlear implants and those with hearing aids on either reading measure but orally educated children had higher scores than children who signed in the classroom. English vocabulary and speechreading were the most consistent longitudinal predictors of reading for the deaf children. Phonological awareness was the most consistent longitudinal predictor for the hearing group and also a concurrent predictor of reading at T3 for both groups. There were many more significant correlations among the various measures for the deaf children than the hearing at both T1 and T3, suggesting that skills underpinning reading, including phonological awareness and vocabulary, are more closely related for deaf children. Implications of these findings for of deaf children’s literacy are explored.
773	0		_g(2017) p. 233-242 _tjournal of Deaf Studies and Deaf Education
856			_uhttp://dspace.nal.gov.au/xmlui/bitstream/handle/123456789/658/Concurrent%20and%20Longitudinal%20Predictors%20of%20Reading.pdf?sequence=1&isAllowed=y
942			_2udc _cARTICLE