Development of literacy skills for Japanese deaf and hard-of-hearing children

被引：0

作者：

Takahashi, Noboru ^{[1
,4
]}

Isaka, Yukio ^{[2
]}

Nakamura, Tomoyasu ^{[3
]}

机构：

[1] Osaka Kyoiku Univ, Div Sch Educ, Kashiwara, Japan

[2] Osaka Kyoiku Univ, Div Special Needs Educ, Kashiwara, Japan

[3] Kyushu Univ, Fac Human Environm Studies, Fukuoka, Japan

[4] Osaka Kyoiku Univ, Div Sch Educ, 4-698-1 Asahigaoka, Kashiwara, Osaka 5828582, Japan

来源：

CHILD DEVELOPMENT | 2023年 / 94卷 / 03期

基金：

日本学术振兴会;

关键词：

COCHLEAR IMPLANTS; READERS EVIDENCE; READING-ABILITY; LANGUAGE; SPEAKING; VOCABULARY; COMPREHENSION; ACHIEVEMENT; ACQUISITION; KNOWLEDGE;

D O I：

10.1111/cdev.13900

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

We compared the reading development of 77 deaf and hard-of-hearing (DHH) Japanese children, aged 5-7 (40 females), with 139 of their hearing peers (74 females) in 2018. We assessed each group's phonological awareness (PA), grammar, vocabulary, and reading of hiragana (Japanese orthography children learn first). DHH children showed significant delays in grammar and vocabulary but only a slight delay in PA. Younger DHH children scored better than their hearing peers in reading. Although PA predicted reading for hearing children, reading predicted PA for DHH children. PA partially explained grammar skills for both groups. The results suggest educational intervention for reading acquisition should be based on not only general linguistic features but also each language's unique characteristics.

引用

页码：E128 / E142

页数：15

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