ArticleJournal of speech, language, and hearing research : JSLHR2020
Speechreading Ability Is Related to Phonological Awareness and Single-Word Reading in Both Deaf and Hearing Children.
Article in Journal of speech, language, and hearing research : JSLHR, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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Who cites it
5 citing papers in PubMed, 19 citations in OpenAlex.
- Speechreading in hearing children can be improved by training.Developmental science · 2021Trial
- Reading ability in both deaf and hearing adults is linked to neural representations of abstract phonology derived from visual speech.Proceedings of the National Academy of Sciences of the United States of America · 2026Article
- The Role of Speech Reading During Visual Word Processing in Hearing Children: A Functional Magnetic Resonance Imaging Study.Journal of speech, language, and hearing research : JSLHR · 2026Article
- Reading with deaf eyes: Automatic activation of speech-based phonology during word recognition is task dependent.PloS one · 2025Article
- Predicting Early Literacy: Auditory and Visual Speech Decoding in Deaf and Hard-of-Hearing Children.Journal of deaf studies and deaf education · 2022Article
Corrections and comments
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Authors and funding
8 authors at 2 institutions in 2 countries.
Funding
Abstract
Purpose Speechreading (lipreading) is a correlate of reading ability in both deaf and hearing children. We investigated whether the relationship between speechreading and single-word reading is mediated by phonological awareness in deaf and hearing children. Method In two separate studies, 66 deaf children and 138 hearing children, aged 5-8 years old, were assessed on measures of speechreading, phonological awareness, and single-word reading. We assessed the concurrent relationships between latent variables measuring speechreading, phonological awareness, and single-word reading. Results In both deaf and hearing children, there was a strong relationship between speechreading and single-word reading, which was fully mediated by phonological awareness. Conclusions These results are consistent with ideas from previous studies that visual speech information contributes to the development of phonological representations in both deaf and hearing children, which, in turn, support learning to read. Future longitudinal and training studies are required to establish whether these relationships reflect causal effects.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.