Speechreading predicted both reading accuracy and comprehension in deaf children.
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Speechreading predicted only reading accuracy in hearing children.
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Vocabulary was strongest predictor of reading in both deaf and hearing children.
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Deaf children who preferred to communicate through speech were better speechreaders.
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Findings were discussed with reference to the Simple View of Reading.
Abstract
Background
Vocabulary knowledge and speechreading are important for deaf children's reading development but it is unknown whether they are independent predictors of reading ability.
Aims
This study investigated the relationships between reading, speechreading and vocabulary in a large cohort of deaf and hearing children aged 5 to 14 years.
Methods and procedures
86 severely and profoundly deaf children and 91 hearing children participated in this study. All children completed assessments of reading comprehension, word reading accuracy, speechreading and vocabulary.
Outcomes and results
Regression analyses showed that vocabulary and speechreading accounted for unique variance in both reading accuracy and comprehension for deaf children. For hearing children, vocabulary was an independent predictor of both reading accuracy and comprehension skills but speechreading only accounted for unique variance in reading accuracy.
Conclusions and implications
Speechreading and vocabulary are important for reading development in deaf children. The results are interpreted within the Simple View of Reading framework and the theoretical implications for deaf children's reading are discussed.
