Phonological awareness, reading skills, and vocabulary knowledge in children who use cochlear implants

Caitlin M. Dillon, Kenneth de Jong, David Pisoni

Research output: Contribution to journalArticle

48 Citations (Scopus)

Abstract

In hearing children, reading skills have been found to be closely related to phonological awareness. We used several standardized tests to investigate the reading and phonological awareness skills of 27 deaf school-age children who were experienced cochlear implant users. Approximately two-thirds of the children performed at or above the level of their hearing peers on the phonological awareness and reading tasks. Reading scores were found to be strongly correlated with measures of phonological awareness. These correlations remained the same when we statistically controlled for potentially confounding demographic variables such as age at testing and speech perception skills. However, these correlations decreased even after we statistically controlled for vocabulary size. This finding suggests that lexicon size is a mediating factor in the relationship between the children's phonological awareness and reading skills, a finding that has also been reported for typically developing hearing children.

Original languageEnglish
Pages (from-to)205-226
Number of pages22
JournalJournal of Deaf Studies and Deaf Education
Volume17
Issue number2
DOIs
StatePublished - 2012

Fingerprint

Cochlear Implants
Vocabulary
Reading
vocabulary
Hearing
Controlled Vocabulary
Speech Perception
Confounding Factors (Epidemiology)
Demography
school

ASJC Scopus subject areas

  • Education
  • Speech and Hearing

Cite this

Phonological awareness, reading skills, and vocabulary knowledge in children who use cochlear implants. / Dillon, Caitlin M.; de Jong, Kenneth; Pisoni, David.

In: Journal of Deaf Studies and Deaf Education, Vol. 17, No. 2, 2012, p. 205-226.

Research output: Contribution to journalArticle

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