Predictors of English Reading Comprehension for Children Who Are d/Deaf or Hard of Hearing

被引：15

作者：

Wang, Ye ^{[1
]}

Paul, Peter V. ^{[2
]}

Falk, Jodi L. ^{[1
]}

Jahromi, Laudan B. ^{[1
]}

Ahn, Seougwoo ^{[3
]}

机构：

[1] Columbia Univ, Dept Hlth & Behav Studies, Teachers Coll, 525 West 120th St,Box 223, New York, NY 10027 USA

[2] Ohio State Univ, Columbus, OH 43210 USA

[3] Pusan Natl Univ, Busan, South Korea

来源：

JOURNAL OF DEVELOPMENTAL AND PHYSICAL DISABILITIES | 2017年 / 29卷 / 01期

关键词：

D/deaf or hard of hearing; Morphological awareness; Phoneme detection; Phonological awareness; English reading comprehension; Silent word reading fluency; MORPHOLOGICAL AWARENESS; DEAF INDIVIDUALS; EARLY LITERACY; STUDENTS; SKILLS; INSTRUCTION; LANGUAGE; KNOWLEDGE; PHONOLOGY; ACHIEVEMENT;

D O I：

10.1007/s10882-016-9520-2

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

This study examined the interrelationships of two code-related factors (i.e., phoneme detection and silent word reading fluency), one language-related factor (i.e., morphological awareness), and reading comprehension with 45 d/Deaf or hard of hearing (d/Dhh) students in Grades 3-8, taking into account any effects of demographic information. A correlational research design was utilized entailing simple Pearson correlations, multiple regressions, and a t-test. Results indicated that morphological awareness was significantly related to English reading comprehension over and beyond the other predictors (i.e., phoneme detection and silent word reading fluency) even with selected demographic (i.e., home language, age, and grade) factors as covariates.

引用

页码：35 / 54

页数：20

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