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Harris, Margaret; Terlektsi, Emmanouela; Kyle, Fiona Elizabeth – Journal of Deaf Studies and Deaf Education, 2017
Forty-one children with severe-profound prelingual hearing loss were assessed on single word reading, reading comprehension, English vocabulary, phonological awareness and speechreading at three time points, 1 year apart (T1-T3). Their progress was compared with that of a group of hearing children of similar nonverbal IQ, initially reading at the…
Descriptors: Deafness, Reading Comprehension, Reading Skills, Vocabulary
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Kyle, Fiona E.; Harris, Margaret – Journal of Deaf Studies and Deaf Education, 2011
The emerging reading and spelling abilities of 24 deaf and 23 hearing beginning readers were followed over 2 years. The deaf children varied in their language backgrounds and preferred mode of communication. All children were given a range of literacy, cognitive and language-based tasks every 12 months. Deaf and hearing children made similar…
Descriptors: Spelling, Beginning Reading, Deafness, Reading Strategies
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Harris, Margaret; Terlektsi, Emmanouela – Journal of Deaf Studies and Deaf Education, 2011
A total of 86 deaf children aged between 12 and 16 years were recruited from schools for the deaf, specialist units attached to a school, and mainstream schools. Approximately one-third used hearing aids, one-third had received a cochlear implant before 42 months, and one-third had been implanted later. The 3 subgroups were matched for age and…
Descriptors: Special Schools, Age, Reading, Deafness
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Kyle, Fiona E.; Harris, Margaret – Journal of Deaf Studies and Deaf Education, 2006
Seven-and eight-year-old deaf children and hearing children of equivalent reading age were presented with a number of tasks designed to assess reading, spelling, productive vocabulary, speechreading, phonological awareness, short-term memory, and nonverbal intelligence. The two groups were compared for similarities and differences in the levels of…
Descriptors: Phonological Awareness, Short Term Memory, Spelling, Sentences
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Harris, Margaret; Moreno, Constanza – Journal of Deaf Studies and Deaf Education, 2006
Nine children with severe-profound prelingual hearing loss and single-word reading scores not more than 10 months behind chronological age (Good Readers) were matched with 9 children whose reading lag was at least 15 months (Poor Readers). Good Readers had significantly higher spelling and reading comprehension scores. They produced significantly…
Descriptors: Lipreading, Reading Strategies, Children, Hearing Impairments
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Harris, Margaret; Moreno, Constanza – Journal of Deaf Studies and Deaf Education, 2004
Two groups of deaf children, aged 8 and 14 years, were presented with a number of tasks designed to assess their reliance on phonological coding. Their performance was compared with that of hearing children of the same chronological age (CA) and reading age (RA). Performance on the first task, short-term recall of pictures, showed that the deaf…
Descriptors: Short Term Memory, Deafness, Reading Skills, Children
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Harris, Margaret – Journal of Deaf Studies and Deaf Education, 2001
The signed and spoken language produced by 14 mothers (7 deaf and 7 hearing) to their 18-month-old deaf children was analyzed. Deaf mothers were more successful in presenting signed utterances with a salient context visible to their children. For both groups, visible and salient signed utterances were positively correlated with mothers' success in…
Descriptors: Attention Control, Deafness, Interpersonal Communication, Mothers