Fiona Kyle|Margaret Harris
Longitudinal Patterns of Emerging Literacy in Beginning Deaf and Hearing Readers
University College London|Oxford Brookes University
emerging reading spelling abilities 24 deaf 23 hearing beginning readers followed 2 years deaf children varied language backgrounds preferred mode communication children given range literacy cognitive languagebased tasks every 12 months deaf hearing children made similar progress literacy beginning stages reading development trajectories began diverge longitudinal correlates beginning reading deaf children earlier vocabulary lettersound knowledge speechreading earlier phonological awareness longitudinal correlate reading ability earlier reading levels controlled letter name knowledge longitudinally related spelling ability speechreading also strong longitudinal correlate reading spelling hearing children findings suggested deaf hearing children utilize slightly different reading strategies first 2 years schooling