Kyle Fiona Elizabeth, Campbell Ruth, MacSweeney Mairéad
Deafness, Cognition and Language Research Centre (DCAL), Division of Psychology and Language Sciences, UCL, London, UK.
Deafness, Cognition and Language Research Centre (DCAL), Division of Psychology and Language Sciences, UCL, London, UK.
Res Dev Disabil. 2016 Jan;48:13-24. doi: 10.1016/j.ridd.2015.10.004. Epub 2015 Oct 31.
Vocabulary knowledge and speechreading are important for deaf children's reading development but it is unknown whether they are independent predictors of reading ability.
This study investigated the relationships between reading, speechreading and vocabulary in a large cohort of deaf and hearing children aged 5 to 14 years.
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.
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.
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.
词汇知识和唇读对聋童的阅读发展很重要，但它们是否是阅读能力的独立预测因素尚不清楚。
本研究调查了一大群5至14岁的聋童和听力正常儿童在阅读、唇读和词汇方面的关系。
86名重度和极重度聋童以及91名听力正常儿童参与了本研究。所有儿童都完成了阅读理解、单词阅读准确性、唇读和词汇的评估。
回归分析表明，词汇和唇读在聋童的阅读准确性和阅读理解方面都占独特的方差。对于听力正常的儿童，词汇是阅读准确性和理解技能的独立预测因素，但唇读仅在阅读准确性方面占独特的方差。
唇读和词汇对聋童的阅读发展很重要。在阅读简单观点框架内解释了结果，并讨论了对聋童阅读的理论影响。
