Anna D Johnson, Owen N Schochet, Anne Martin, Sherri Castle, Diane Horm, Deborah A Phillips
When does 1 + 1 not equal 2? The relative advantage of public school-based pre-k versus head start for low-income children's kindergarten cognitive and self-regulatory skills
Developmental psychology
center literacy deafness examined language reading progress 336 young deaf hardofhearing children kindergarten first second grades series tests language reading spoken fingerspelled phonological awareness fall spring school year children divided groups based auditory access classroom communication spokenonly group n 101 signonly group n 131 bimodal group n 104 previous work reports overall data antia lederberg schick b branummartin l connor c webb 2020a language reading progress young dhh children journal deaf studies deaf education 3 25 lederberg r branummartin l webb l schick b antia easterbrooks r connor c 2019 modality interrelations among language reading spoken phonological awareness fingerspelling journal deaf studies deaf education 244 408423 report presents indepth look reading fluency participants measured along multiple dimensions general 43 participants unable read fluently additional 23 unable read fluently grade level rate accuracy rate growth miscue analysis selfcorrections differed communication modality notably children demonstrated limited strategies selfcorrection reading fluency tasks