ArticleAmerican journal of speech-language pathology2023
A Longitudinal Investigation of Code-Related Emergent Literacy Skills in Children Who Are Deaf and Hard of Hearing Across the Preschool Years.
Article in American journal of speech-language pathology, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
What it found
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Who cites it
7 citing papers in PubMed.
- The Insufficiency of Norm-Referenced Writing Assessment for Identifying Writing Weaknesses in Children Who Are Deaf and Hard of Hearing.Language, speech, and hearing services in schools · 2025Article
- Yoga as a Fatigue Intervention for Children Who Are Deaf and Hard of Hearing.Perspectives of the ASHA special interest groups · 2025Article
- A Quantitative and Qualitative Analysis of the Phonetic and Phonological Development of Children with Cochlear Implants and Its Relationship with Early Literacy.Audiology research · 2025Article
- Influence of Child-Level Factors and Lexical Characteristics on Vocabulary Knowledge of Children With Cochlear Implants and Hearing Aids.Developmental science · 2025Article
- Article
- Early Experiences of Parents of Children who are Deaf or Hard of Hearing: Navigating through Identification, Intervention, and Beyond.Journal of early hearing detection and intervention · 2023Article
- Article
Corrections and comments
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Authors and funding
3 authors.
Funding
Abstract
purposeThe purpose of this longitudinal investigation was to compare the developmental trajectories of code-related emergent literacy skills of children who are deaf and hard of hearing (DHH) who use amplification and spoken language across the preschool years.
methodThirty children who are DHH and 31 children with typical hearing completed a language and emergent literacy assessment at 6-month intervals from age 4 through 6 years. Growth curve analysis was used to compare developmental trajectories between groups of the code-related skills of phonological awareness, phonological memory, phonological recoding, alphabet knowledge, and conceptual print knowledge.
resultsGrowth across the preschool years was observed on all code-related emergent literacy skills across groups. Children who are DHH scored consistently lower than children with typical hearing on phonological awareness, phonological memory, and conceptual print knowledge; no group differences were observed for phonological recoding or alphabet knowledge. No interactions of time and group were significant.
conclusionsChildren who are DHH exhibit consistent deficits in phonological awareness, phonological memory, and conceptual print knowledge across the preschool years and begin formal literacy instruction with a weaker foundation in emergent literacy skills. Future work should focus on optimizing emergent literacy interventions for children who are DHH during the preschool years. SUPPLEMENTAL MATERIAL: https://doi.org/10.23641/asha.21998153.
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