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Predictors of English Reading Comprehension for Children Who Are d/Deaf or Hard of Hearing

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Abstract

This study examined the interrelationships of two code-related factors (i.e., phoneme detection and silent word reading fluency), one language-related factor (i.e., morphological awareness), and reading comprehension with 45 d/Deaf or hard of hearing (d/Dhh) students in Grades 3–8, taking into account any effects of demographic information. A correlational research design was utilized entailing simple Pearson correlations, multiple regressions, and a t-test. Results indicated that morphological awareness was significantly related to English reading comprehension over and beyond the other predictors (i.e., phoneme detection and silent word reading fluency) even with selected demographic (i.e., home language, age, and grade) factors as covariates.

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Authors and Affiliations

  1. Department of Health and Behavior Studies, Teachers College, Columbia University, 525 West 120th Street, Box 223, New York, NY, 10027, USA

    Ye Wang, Jodi L. Falk & Laudan B. Jahromi

  2. The Ohio State University, Columbus, USA

    Peter V. Paul

  3. Pusan National University, Busan, South Korea

    Seougwoo Ahn

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  1. Ye Wang
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  2. Peter V. Paul
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  3. Jodi L. Falk
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  4. Laudan B. Jahromi
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Correspondence to Ye Wang.

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All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

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Informed consent was obtained from all individual participants included in the study.

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Wang, Y., Paul, P.V., Falk, J.L. et al. Predictors of English Reading Comprehension for Children Who Are d/Deaf or Hard of Hearing. J Dev Phys Disabil 29, 35–54 (2017). https://doi.org/10.1007/s10882-016-9520-2

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