The relative contributions of speechreading and vocabulary to deaf and hearing children's reading ability

Kyle, F. E., Campbell, R. & MacSweeney, M. (2016). The relative contributions of speechreading and vocabulary to deaf and hearing children's reading ability. Research in Developmental Disabilities, 48, pp. 13-24. doi: 10.1016/j.ridd.2015.10.004

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Abstract

Background

Vocabulary knowledge and speechreading are important for deaf children's reading development but it is unknown whether they are independent predictors of reading ability.
Aims

This study investigated the relationships between reading, speechreading and vocabulary in a large cohort of deaf and hearing children aged 5 to 14 years.
Methods and procedures

86 severely and profoundly deaf children and 91 hearing children participated in this study. All children completed assessments of reading comprehension, word reading accuracy, speechreading and vocabulary.
Outcomes and results

Regression analyses showed that vocabulary and speechreading accounted for unique variance in both reading accuracy and comprehension for deaf children. For hearing children, vocabulary was an independent predictor of both reading accuracy and comprehension skills but speechreading only accounted for unique variance in reading accuracy.
Conclusions and implications

Speechreading and vocabulary are important for reading development in deaf children. The results are interpreted within the Simple View of Reading framework and the theoretical implications for deaf children's reading are discussed.

Item Type: Article
Additional Information: © 2016 Elsevier. Licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/
Uncontrolled Keywords: Deaf; Reading; Speechreading; Vocabulary
Subjects: R Medicine
Divisions: School of Health Sciences
URI: http://openaccess.city.ac.uk/id/eprint/13087

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