Barbara Luetke-Stahlman
The Contribution of Phonological Awareness and Receptive and Expressive English to the Reading Ability of Deaf Students with Varying Degrees of Exposure to Accurate English
study planned knowledge tasks reading require acquisition skills whether child hearing deaf monolingual bilingual reading language research literature reviewed subjects 31 deaf students 79179 years age attended one three us programs performance 15 language literacy measures analyzed results students scored highest passagecomprehension measure also able provide synonyms antonyms analogies read words phrases b read listed words c substitute one phoneme correctly another create new words readers lower scores two groups students also compared longer exposure english group n 22 used signing exact english see 5 years shorter exposure group n 8 exposed see less 2 years correlational analysis revealed significant relationships among 14 background variables exception age identification hearing loss variable covaried subsequent analysis covariance students longer exposure group scored higher measures significant differences found groups shortterm memory receptive expressive english five phonological subtests minicase studies performance eight students longer exposure group scored lowest comprehension measure also discussed