Modality and Interrelations Among Language, Reading, Spoken Phonological Awareness, and Fingerspelling

Amy R. Lederberg, Lee Branum-Martin, Mi Young Webb, Brenda Schick, Shirin Antia, Susan R. Easterbrooks, Carol Mc Donald Connor

Research output: Contribution to journalArticle

Abstract

Better understanding of the mechanisms underlying early reading skills can lead to improved interventions. Hence, the purpose of this study was to examine multivariate associations among reading, language, spoken phonological awareness, and fingerspelling abilities for three groups of deaf and hard-of-hearing (DHH) beginning readers: those who were acquiring only spoken English (n = 101), those who were visual learners and acquiring sign (n = 131), and those who were acquiring both (n = 104). Children were enrolled in kindergarten, first, or second grade. Within-group and between-group confirmatory factor analysis showed that there were both similarities and differences in the abilities that underlie reading in these three groups. For all groups, reading abilities related to both language and the ability to manipulate the sublexical features of words. However, the groups differed on whether these constructs were based on visual or spoken language. Our results suggest that there are alternative means to learning to read. Whereas all DHH children learning to read rely on the same fundamental abilities of language and phonological processing, the modality, levels, and relations among these abilities differ.

Original languageEnglish (US)
Pages (from-to)408-423
Number of pages16
JournalJournal of deaf studies and deaf education
Volume24
Issue number4
DOIs
StatePublished - Oct 1 2019

Fingerprint

Aptitude
Reading
Language
ability
language
learning to read
Group
spoken language
Hearing
Learning
kindergarten
Statistical Factor Analysis
factor analysis
school grade

ASJC Scopus subject areas

  • Education
  • Speech and Hearing

Cite this

Lederberg, A. R., Branum-Martin, L., Webb, M. Y., Schick, B., Antia, S., Easterbrooks, S. R., & Connor, C. M. D. (2019). Modality and Interrelations Among Language, Reading, Spoken Phonological Awareness, and Fingerspelling. Journal of deaf studies and deaf education, 24(4), 408-423. https://doi.org/10.1093/deafed/enz011

Modality and Interrelations Among Language, Reading, Spoken Phonological Awareness, and Fingerspelling. / Lederberg, Amy R.; Branum-Martin, Lee; Webb, Mi Young; Schick, Brenda; Antia, Shirin; Easterbrooks, Susan R.; Connor, Carol Mc Donald.

In: Journal of deaf studies and deaf education, Vol. 24, No. 4, 01.10.2019, p. 408-423.

Research output: Contribution to journalArticle

Lederberg, Amy R. ; Branum-Martin, Lee ; Webb, Mi Young ; Schick, Brenda ; Antia, Shirin ; Easterbrooks, Susan R. ; Connor, Carol Mc Donald. / Modality and Interrelations Among Language, Reading, Spoken Phonological Awareness, and Fingerspelling. In: Journal of deaf studies and deaf education. 2019 ; Vol. 24, No. 4. pp. 408-423.
@article{0cba2462f2824d48ba6b6daf130478d0,
title = "Modality and Interrelations Among Language, Reading, Spoken Phonological Awareness, and Fingerspelling",
abstract = "Better understanding of the mechanisms underlying early reading skills can lead to improved interventions. Hence, the purpose of this study was to examine multivariate associations among reading, language, spoken phonological awareness, and fingerspelling abilities for three groups of deaf and hard-of-hearing (DHH) beginning readers: those who were acquiring only spoken English (n = 101), those who were visual learners and acquiring sign (n = 131), and those who were acquiring both (n = 104). Children were enrolled in kindergarten, first, or second grade. Within-group and between-group confirmatory factor analysis showed that there were both similarities and differences in the abilities that underlie reading in these three groups. For all groups, reading abilities related to both language and the ability to manipulate the sublexical features of words. However, the groups differed on whether these constructs were based on visual or spoken language. Our results suggest that there are alternative means to learning to read. Whereas all DHH children learning to read rely on the same fundamental abilities of language and phonological processing, the modality, levels, and relations among these abilities differ.",
author = "Lederberg, {Amy R.} and Lee Branum-Martin and Webb, {Mi Young} and Brenda Schick and Shirin Antia and Easterbrooks, {Susan R.} and Connor, {Carol Mc Donald}",
year = "2019",
month = "10",
day = "1",
doi = "10.1093/deafed/enz011",
language = "English (US)",
volume = "24",
pages = "408--423",
journal = "Journal of Deaf Studies and Deaf Education",
issn = "1081-4159",
publisher = "Oxford University Press",
number = "4",

}

TY - JOUR

T1 - Modality and Interrelations Among Language, Reading, Spoken Phonological Awareness, and Fingerspelling

AU - Lederberg, Amy R.

AU - Branum-Martin, Lee

AU - Webb, Mi Young

AU - Schick, Brenda

AU - Antia, Shirin

AU - Easterbrooks, Susan R.

AU - Connor, Carol Mc Donald

PY - 2019/10/1

Y1 - 2019/10/1

N2 - Better understanding of the mechanisms underlying early reading skills can lead to improved interventions. Hence, the purpose of this study was to examine multivariate associations among reading, language, spoken phonological awareness, and fingerspelling abilities for three groups of deaf and hard-of-hearing (DHH) beginning readers: those who were acquiring only spoken English (n = 101), those who were visual learners and acquiring sign (n = 131), and those who were acquiring both (n = 104). Children were enrolled in kindergarten, first, or second grade. Within-group and between-group confirmatory factor analysis showed that there were both similarities and differences in the abilities that underlie reading in these three groups. For all groups, reading abilities related to both language and the ability to manipulate the sublexical features of words. However, the groups differed on whether these constructs were based on visual or spoken language. Our results suggest that there are alternative means to learning to read. Whereas all DHH children learning to read rely on the same fundamental abilities of language and phonological processing, the modality, levels, and relations among these abilities differ.

AB - Better understanding of the mechanisms underlying early reading skills can lead to improved interventions. Hence, the purpose of this study was to examine multivariate associations among reading, language, spoken phonological awareness, and fingerspelling abilities for three groups of deaf and hard-of-hearing (DHH) beginning readers: those who were acquiring only spoken English (n = 101), those who were visual learners and acquiring sign (n = 131), and those who were acquiring both (n = 104). Children were enrolled in kindergarten, first, or second grade. Within-group and between-group confirmatory factor analysis showed that there were both similarities and differences in the abilities that underlie reading in these three groups. For all groups, reading abilities related to both language and the ability to manipulate the sublexical features of words. However, the groups differed on whether these constructs were based on visual or spoken language. Our results suggest that there are alternative means to learning to read. Whereas all DHH children learning to read rely on the same fundamental abilities of language and phonological processing, the modality, levels, and relations among these abilities differ.

UR - http://www.scopus.com/inward/record.url?scp=85073124035&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85073124035&partnerID=8YFLogxK

U2 - 10.1093/deafed/enz011

DO - 10.1093/deafed/enz011

M3 - Article

C2 - 31089729

AN - SCOPUS:85073124035

VL - 24

SP - 408

EP - 423

JO - Journal of Deaf Studies and Deaf Education

JF - Journal of Deaf Studies and Deaf Education

SN - 1081-4159

IS - 4

ER -