17th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 18-20, 2018 • Denver, CO
| Rapid Automatized Naming Speed Does Not Predict Reading Comprehension in Young Deaf Children
Rapid Automatized Naming Speed Does Not Predict Reading Comprehension in Young Deaf Children
In this study, we examined rapid automatized naming (RAN) in 5-year-old deaf children (N =43) to test whether RAN speed is predicted by signed or spoken language use and if RAN speed predicts early reading skill. A dominant theory of RAN proposes that the relationship between RAN and reading hinges on spoken language phonological processing. However, few studies have addressed RAN in deaf readers. Children were administered tests of non-verbal IQ, English phonological awareness (PA), early reading (Woodcock Johnson Passage Comprehension), and American Sign Language (ASL) proficiency. The RAN tasks were administered in either ASL, simultaneous communication (sign and spoken English), or spoken English only in accordance with each child’s language preference.
Predictors of RAN speed
A multiple regression was conducted to examine which language variables contribute to RAN speed in deaf children. Results indicate that ASL proficiency (t = -3.66, p = 0.001) and ASL as the home language (t = -2.84, p = 0.007) significantly predict RAN speed, with signing children performing faster than children who use speech or simultaneous communication.
Predictors of reading
The results of a multiple regression indicate that ASL proficiency (t = 2.17, p = 0.036) and English PA (t = 4.35, p < 0.001) predict early reading comprehension, while RAN speed does not (p = 0.69).
These results indicate that deaf children’s naming speed, unlike hearing children’s, does not predict early reading, suggesting the RAN-reading relationship is not predicated on spoken language phonology. These results also suggest that deaf signing children, who have an accessible language at home, may be more efficiently processing ASL phonology (not assessed here) which may, in turn, support their English PA and reading, as has been found in recent studies of sign language phonological awareness and reading (Corina, Hafer, & Welch, 2014; Holmer, Heimann, & Rudner, 2016).
- Predictors of RAN in deaf children
- Predictors of early reading
- Contributions of RAN and phonological awareness to early reading in deaf children
Presentation:
This presentation has not yet been uploaded or the speaker has opted not to make the presentation available online.
Handouts:
Handout is not Available
Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Diana Andriola
(), Gallaudet University, diana.l.andriola@gmail.com;
Diana Andriola is a PhD candidate in the PhD in Educational Neuroscience (PEN) Program at Gallaudet University. She is a research assistant at the Language and Educational Neuroscience (LENS) Laboratory under the direction of Dr. Clifton Langdon where she is involved in investigating early reading development in deaf children.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Wendy palatino
(), California State University Northridge, wendypalatino@gmail.com;
Wendy Palatino is a graduate student at California State University, Northridge (CSUN) in the Deaf and Hard of Hearing credential and MA program. She graduated from CSUN in 2016 with a bachelor’s degree in both Deaf Studies and Linguistics. She was the 2016 recipient of the Leo Wolfson Scholar Award, an award given to 1 out of 10,000 graduates in recognition of their outstanding scholarship at the university. Wendy was the first to receive the award on behalf of both the Michael D. Eisner College of Education and the College of Humanities. Additionally, Wendy received the Torchbearer award from the Deaf Studies department as recognition for her commitment to the Deaf community. Wendy is currently a scholar in the Interdisciplinary Deaf Education Program (IDEP). IDEP is a federal grant designed to promote collaboration among the various stakeholders who intersect in Deaf Education. She is also a student member of the Visual Language Visual Learning Student Network. Her research interests include language and literacy development among deaf early emerging readers.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
Thomas Allen
(), Gallaudet University, thomas.allen@gallaudet.edu;
Thomas E. Allen, Ph.D. has long career in the field of deaf education research spanning 30 years. It includes many years of conducting and directing national demographics and assessment projects with large samples of deaf children, holding the position of Dean of the Graduate School and Research during a period of expansion of Gallaudet’s Ph.D. programs, and being the Founding Director of the NSF-funded Science of learning Center for Visual Language and Visual Learning (VL2) at Gallaudet University. He possesses strong abilities in the areas of complex project management, survey design and psychometrics, statistical modeling, and directing collaborative teams of researchers from different disciplines. He led the design and execution of the Early Education Longitudinal Study from within the Gallaudet Early Education and Literacy Lab (EL2), which he directs, and is currently the Program Director of the interdisciplinary Ph.D. Program in Educational Neuroscience. He also led in the development of an online portal for ASL Assessment, an online strategy for soliciting research participants providing a means for investigators access to samples, and an online Data Sharing Portal for archiving and sharing federally-funded datasets.
ASHA DISCLOSURE:
Financial -
Nonfinancial -