Betances Elodie, Wiley Susan, Tabangin Meredith, Sheldon Rose, Lane Laura, Mood Deborah, Williams-Arya Pamela, Schumacher Jayna, Meinzen-Derr Jareen
Division of Developmental and Behavioral Pediatrics, Cincinnati Children's Hospital Medical Center, Cincinnati, OH.
Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH.
J Dev Behav Pediatr. 2025 Jul 17. doi: 10.1097/DBP.0000000000001394.
Most children exhibit preliteracy skills by preschool. Children who are deaf/hard of hearing (DHH) with a language gap are at risk for delayed preliteracy skills. Our study aimed to describe preliteracy skill development in preschool-aged DHH children and investigate associated factors.
Children, aged 3 to 5 years, were included in the analysis if enrolled in randomized trials of a language intervention using augmentative and alternative communication, shown to boost language skills. Evaluations using the Clinical Evaluations of Fundamentals-Preschool Preliteracy Rating Scale (PRS) were conducted at baseline, 24 weeks, and 48 weeks. Repeated-measures models assessed changes in total PRS scores and Early Reading and Early Writing subdomains. Results were presented as least square mean values with 95% confidence intervals.
Forty-five children had completed pre-data and post-data. The mean nonverbal IQ was 99.3 (SD 14.3), and receptive and expressive language were 82.3 (14.9) and 76.8 (17.0), respectively. Significant (p < 0.0001) skill growth was observed with all preliteracy outcomes, ranging from 11 to 15 points in the first 24 weeks. Increasing receptive and expressive language over time was significantly associated with increasing scores. Factors such as aided hearing thresholds, caregiver education level, and hearing device use were not significant in models.
Language is essential for literacy development. Language-enhancing interventions could facilitate literacy skills. Monitoring preliteracy skills in DHH children is crucial, given their increased risk for language delays. Further research is needed to support early literacy development in this population, ensuring they have the tools they need for future success.
大多数儿童在学龄前就展现出读写前技能。有语言差距的失聪/听力障碍（DHH）儿童存在读写前技能发展延迟的风险。我们的研究旨在描述学龄前DHH儿童的读写前技能发展情况，并调查相关因素。
如果3至5岁的儿童参加了一项使用辅助和替代沟通方式的语言干预随机试验，且该试验已证明能提高语言技能，则纳入分析。使用《基础临床评估 - 学龄前读写前评定量表》（PRS）在基线、24周和48周时进行评估。重复测量模型评估PRS总分以及早期阅读和早期写作子领域的变化。结果以95%置信区间的最小二乘均值表示。
45名儿童完成了数据前和数据后的评估。平均非言语智商为99.3（标准差14.3），接受性语言和表达性语言分别为82.3（14.9）和76.8（17.0）。在所有读写前技能结果中均观察到显著的（p < 0.0001）技能增长，在前24周内增长幅度为11至15分。随着时间推移，接受性和表达性语言的增加与得分增加显著相关。辅助听力阈值、照顾者教育水平和听力设备使用等因素在模型中不显著。
语言对读写能力发展至关重要。增强语言的干预措施可促进读写技能。鉴于DHH儿童语言延迟风险增加，监测他们的读写前技能至关重要。需要进一步研究来支持这一人群的早期读写能力发展，确保他们拥有未来成功所需的工具。
