Evaluating the Structure of Early English Literacy Skills in Deaf and Hard-of-Hearing Children.
Evaluating the Structure of Early English Literacy Skills in Deaf and Hard-of-Hearing Children.
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评估聋哑儿童早期英语读写技能的结构。
DOI：
10.1093/deafed/env024
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发表时间：
2015
影响因子：
2
通讯作者：
McDonaldConnor,Carol
中科院分区：
文献类型：
--
作者：
Webb,Mi-Young;Lederberg,AmyR;Branum-Martin,Lee;McDonaldConnor,Carol
更好地理解发展识字的基本机制，促进了为典型发展中儿童制定更有效的阅读干预措施。这些知识有助于对聋哑人(DHH)儿童进行有效教育。因此，目前的研究考察了听觉获得语音的DHH儿童的语音意识、字母知识、单词阅读和词汇技能之间的多变量关联。对167名DHH儿童(MAGE=60.43个月)进行了一系列早期识字测试。46%的人至少使用了一种人工耳蜗；54%的人安装了助听器。大约四分之一的样本同时获得了英语口语和手语。语音意识和词汇标准化测试的平均分数比听力正常化样本的平均值至少低1个标准差(SD)。验证性因素分析表明，DHH儿童早期识字技能的最好特征是一个复杂的三因素模型，在该模型中，语音意识、字母知识和词汇形成了三个独立但高度相关的结构，字母-声音知识和单词阅读技能与语音意识和字母知识都有关。这支持了一种假设，即听力正常的DHH儿童的早期阅读在性质上与听力正常的儿童相似。
Better understanding the mechanisms underlying developing literacy has promoted the development of more effective reading interventions for typically developing children. Such knowledge may facilitate effective instruction of deaf and hard-of-hearing (DHH) children. Hence, the current study examined the multivariate associations among phonological awareness, alphabetic knowledge, word reading, and vocabulary skills in DHH children who have auditory access to speech. One hundred and sixty-seven DHH children (Mage= 60.43 months) were assessed with a battery of early literacy measures. Forty-six percent used at least 1 cochlear implant; 54% were fitted with hearing aids. About a fourth of the sample was acquiring both spoken English and sign. Scores on standardized tests of phonological awareness and vocabulary averaged at least 1 standard deviation (SD) below the mean of the hearing norming sample. Confirmatory factor analyses showed that DHH children’s early literacy skills were best characterized by a complex 3-factor model in which phonological awareness, alphabetic knowledge, and vocabulary formed 3 separate, but highly correlated constructs, with letter-sound knowledge and word reading skills relating to both phonological awareness and alphabetic knowledge. This supports the hypothesis that early reading of DHH children with functional hearing is qualitatively similar to that of hearing children.