Journal article
Jessica A. Scott, Hanah R. Goldberg, Carol McDonald Connor, A. Lederberg
American Annals of the Deaf, 2019
American Annals of the Deaf, 2019
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APA
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Scott, J. A., Goldberg, H. R., Connor, C. M. D., & Lederberg, A. (2019). Schooling Effects on Early Literacy Skills of Young Deaf and Hard of Hearing Children. American Annals of the Deaf.
Chicago/Turabian
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Scott, Jessica A., Hanah R. Goldberg, Carol McDonald Connor, and A. Lederberg. “Schooling Effects on Early Literacy Skills of Young Deaf and Hard of Hearing Children.” American Annals of the Deaf (2019).
MLA
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Scott, Jessica A., et al. “Schooling Effects on Early Literacy Skills of Young Deaf and Hard of Hearing Children.” American Annals of the Deaf, 2019.
BibTeX Click to copy
@article{jessica2019a,
title = {Schooling Effects on Early Literacy Skills of Young Deaf and Hard of Hearing Children},
year = {2019},
journal = {American Annals of the Deaf},
author = {Scott, Jessica A. and Goldberg, Hanah R. and Connor, Carol McDonald and Lederberg, A.}
}
Abstract
Abstract:Already well documented for hearing children, schooling’s effects on early literacy skills for young students who are deaf or hard of hearing (DHH) were examined for the first time in the present study. Piecewise growth curve modeling was used to describe 3-, 4-, and 5-year-old students’ growth in phonological awareness, letter-word identification, and vocabulary during 2 years of schooling and the intervening summer (N = 56). Amplification mode was cochlear implants for 45% of the sample and hearing aids for 54%. Classroom communication mode was spoken language only (for 61%) or sign language (39%). Across all skills, significant growth occurred during the 2 years of schooling but not during the summer. These findings underscore early education’s importance in promoting DHH children’s critical early skills. Universal preschool intervention, including during summer, may be important in ensuring that DHH children have an adequate foundation when schooling begins.
