Affiliation:
1. Division of School Education Osaka Kyoiku University Kashiwara Japan
2. Division of Special Needs Education Osaka Kyoiku University Kashiwara Japan
3. Faculty of Human‐Environment Studies Kyushu University Fukuoka Japan
Abstract
AbstractWe 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.
Funder
Japan Society for the Promotion of Science
Subject
Developmental and Educational Psychology,Education,Pediatrics, Perinatology and Child Health
Cited by
1 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献
1. Research on Japanese Vocabulary Learning Recommendation Methods Based on Data Intelligence Analysis;2024 Second International Conference on Data Science and Information System (ICDSIS);2024-05-17