The University of Southampton
University of Southampton Institutional Repository

Predicting reading ability in teenagers who are deaf or hard of hearing: A longitudinal analysis of language and reading

Predicting reading ability in teenagers who are deaf or hard of hearing: A longitudinal analysis of language and reading
Predicting reading ability in teenagers who are deaf or hard of hearing: A longitudinal analysis of language and reading
Background: Deaf and hard of hearing (D/HH) children and young people are known to show group-level deficits in spoken language and reading abilities relative to their hearing peers. However, there is little evidence on the longitudinal predictive relationships between language and reading in this population. Aims: To determine the extent to which differences in spoken language ability in childhood predict reading ability in D/HH adolescents. Methods: and procedures: Participants were drawn from a population-based cohort study and comprised 53 D/HH teenagers, who used spoken language, and a comparison group of 38 normally hearing teenagers. All had completed standardised measures of spoken language (expression and comprehension) and reading (accuracy and comprehension) at 6–10 and 13–19 years of age. Outcomes: and results: Forced entry stepwise regression showed that, after taking reading ability at age 8 years into account, language scores at age 8 years did not add significantly to the prediction of Reading Accuracy z-scores at age 17 years (change in R2 = 0.01, p = .459) but did make a significant contribution to the prediction of Reading Comprehension z-scores at age 17 years (change in R2  = 0.17, p < .001). Conclusions: and implications: In D/HH individuals who are spoken language users, expressive and receptive language skills in middle childhood predict reading comprehension ability in adolescence. Continued intervention to support language development beyond primary school has the potential to benefit reading comprehension and hence educational access for D/HH adolescents.
0891-4222
49-59
Worsfold, Sarah
9e3f6aa2-8c17-4965-adf4-b3bc1d04ab54
Mahon, Merle
5166ade4-5a04-4fb8-b907-1b83cf7c3a61
Pimperton, Hannah
705a9281-403e-4b1a-8de3-d46bf8f0a30a
Stevenson, Jim
8299737d-53b4-4e0a-899b-1b1c52fab718
Kennedy, Colin
7c3aff62-0a86-4b44-b7d7-4bc01f23ec93
Worsfold, Sarah
9e3f6aa2-8c17-4965-adf4-b3bc1d04ab54
Mahon, Merle
5166ade4-5a04-4fb8-b907-1b83cf7c3a61
Pimperton, Hannah
705a9281-403e-4b1a-8de3-d46bf8f0a30a
Stevenson, Jim
8299737d-53b4-4e0a-899b-1b1c52fab718
Kennedy, Colin
7c3aff62-0a86-4b44-b7d7-4bc01f23ec93

Worsfold, Sarah, Mahon, Merle, Pimperton, Hannah, Stevenson, Jim and Kennedy, Colin (2018) Predicting reading ability in teenagers who are deaf or hard of hearing: A longitudinal analysis of language and reading. Research in Developmental Disabilities, 77, 49-59. (doi:10.1016/j.ridd.2018.04.007).

Record type: Article

Abstract

Background: Deaf and hard of hearing (D/HH) children and young people are known to show group-level deficits in spoken language and reading abilities relative to their hearing peers. However, there is little evidence on the longitudinal predictive relationships between language and reading in this population. Aims: To determine the extent to which differences in spoken language ability in childhood predict reading ability in D/HH adolescents. Methods: and procedures: Participants were drawn from a population-based cohort study and comprised 53 D/HH teenagers, who used spoken language, and a comparison group of 38 normally hearing teenagers. All had completed standardised measures of spoken language (expression and comprehension) and reading (accuracy and comprehension) at 6–10 and 13–19 years of age. Outcomes: and results: Forced entry stepwise regression showed that, after taking reading ability at age 8 years into account, language scores at age 8 years did not add significantly to the prediction of Reading Accuracy z-scores at age 17 years (change in R2 = 0.01, p = .459) but did make a significant contribution to the prediction of Reading Comprehension z-scores at age 17 years (change in R2  = 0.17, p < .001). Conclusions: and implications: In D/HH individuals who are spoken language users, expressive and receptive language skills in middle childhood predict reading comprehension ability in adolescence. Continued intervention to support language development beyond primary school has the potential to benefit reading comprehension and hence educational access for D/HH adolescents.

Text
Accepted Revised anonymised predicting reading paper - Accepted Manuscript
Download (115kB)
Text
1-s2.0-S0891422218300830-main - Version of Record
Available under License Creative Commons Attribution.
Download (209kB)

More information

Accepted/In Press date: 4 April 2018
e-pub ahead of print date: 13 April 2018
Published date: June 2018

Identifiers

Local EPrints ID: 419676
URI: http://eprints.soton.ac.uk/id/eprint/419676
ISSN: 0891-4222
PURE UUID: c23084a1-4dae-4472-b5fa-84ee379599c1

Catalogue record

Date deposited: 19 Apr 2018 16:30
Last modified: 16 Mar 2024 06:28

Export record

Altmetrics

Contributors

Author: Sarah Worsfold
Author: Merle Mahon
Author: Hannah Pimperton
Author: Jim Stevenson
Author: Colin Kennedy

Download statistics

Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.

View more statistics

Atom RSS 1.0 RSS 2.0

Contact ePrints Soton: eprints@soton.ac.uk

ePrints Soton supports OAI 2.0 with a base URL of http://eprints.soton.ac.uk/cgi/oai2

This repository has been built using EPrints software, developed at the University of Southampton, but available to everyone to use.

We use cookies to ensure that we give you the best experience on our website. If you continue without changing your settings, we will assume that you are happy to receive cookies on the University of Southampton website.

×