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Journal of Deaf Studies and Deaf Education Advance Access published online on March 23, 2006
The Journal of Deaf Studies and Deaf Education, doi:10.1093/deafed/enj037
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© The Author 2006. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oxfordjournals.org
Received November 5, 2005
Revised February 23, 2006
Accepted February 27, 2006

Article

Concurrent Correlates and Predictors of Reading and Spelling Achievement in Deaf and Hearing School Children

Fiona E. Kyle 1 * and Margaret Harris 2

1 Centre for Neuroscience in Education, Faculty of Education, University of Cambridge
2 Psychology Department, Royal Holloway, University of London

* To whom correspondence should be addressed.
Fiona E. Kyle, E-mail: fek22{at}cam.ac.uk


  Abstract

Seven- and eight-year-old deaf children and hearing children of equivalent reading age were presented with a number of tasks designed to assess reading, spelling, productive vocabulary, speechreading, phonological awareness, short-term memory, and nonverbal intelligence. The two groups were compared for similarities and differences in the levels of performance and in the predictors of literacy. Multiple regressions showed that both productive vocabulary and speechreading were significant predictors of reading for the deaf children after hearing loss and nonverbal intelligence had been accounted for. However, spelling ability was not associated with any of the other measures apart from reading. For hearing children, age was the main determinant of reading and spelling ability (due to selection criterion). Possible explanations for the role of speechreading and productive vocabulary in deaf children's reading and the differences between the correlates of literacy for deaf and hearing children are discussed.


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