Scott Jessica A, Goldberg Hanah, Connor Carol McDonald, Lederberg Amy R
Am Ann Deaf. 2019;163(5):596-618. doi: 10.1353/aad.2019.0005.
Already well documented for hearing children, schooling's effects on early literacy skills for young students who are deaf or hard of hearing (DHH) were examined for the first time in the present study. Piecewise growth curve modeling was used to describe 3-, 4-, and 5-year-old students' growth in phonological awareness, letter-word identification, and vocabulary during 2 years of schooling and the intervening summer (N = 56). Amplification mode was cochlear implants for 45% of the sample and hearing aids for 54%. Classroom communication mode was spoken language only (for 61%) or sign language (39%). Across all skills, significant growth occurred during the 2 years of schooling but not during the summer. These findings underscore early education's importance in promoting DHH children's critical early skills. Universal preschool intervention, including during summer, may be important in ensuring that DHH children have an adequate foundation when schooling begins.
对于听力正常的儿童，学校教育对聋或重听（DHH）小学生早期读写能力的影响已有充分记录，本研究首次对此进行了考察。采用分段生长曲线模型来描述56名3岁、4岁和5岁学生在两年的学校教育以及其间的暑假期间在语音意识、字母-单词识别和词汇方面的发展情况。样本中45%使用人工耳蜗，54%使用助听器。课堂交流模式仅为口语（61%）或手语（39%）。在所有技能方面，两年的学校教育期间有显著增长，但暑假期间没有。这些发现强调了早期教育在促进DHH儿童关键早期技能方面的重要性。包括暑假期间在内的普及学前干预，对于确保DHH儿童在入学时拥有足够的基础可能很重要。
