Development of Language and Literacy in DHH Elementary-School Children Amy R. Lederberg, Mi-young...

Development of Language and Literacy in DHH Elementary-School

ChildrenAmy R. Lederberg, Mi-young Webb, Brenda

Schick, Poorna Kushalnagar, Carol Connor, Shirin Antia , Susan Easterbrooks, Lee Branum-Martin

AERA, Philadelphia PAApril 7, 2014

Georgia State UniversityAmy Lederberg, Susan Easterbrooks, Mi-Young Webb, Lee Branum-Martin, Kathy Sterwerf-

Jackson, Victoria Burke, Michelle Gremp, Sandy Huston

University of ArizonaShirin Antia, Catherine Creamer, Christina Rivera

University of Colorado-BoulderBrenda Schick, Beth Dierschow, Nancy Bridenbaugh

Rochester Institute of TechnologyPoorna Kushalnagar

Arizona State UniversityCarol Connor

University of British ColumbiaJoanna Cannon

University of North FloridaCaroline Guardino

Grant R24C120001

Simple View of Reading

R= D X CR = Reading comprehensionD = decoding wordsC = linguistic competence

What abilities are important during early reading?

Phonological Awareness

Language

Literacy

Research questions1. What are the components of DHH children’s

early reading skills?

2. Are our assessments valid and reliable indicators of our proposed constructs?

3. Does the structure depend on what language acquiring? (ASL, Spoken English, both)

Sample

• Eligibility criteria– Kindergarten through second grade– At least a 45 DB loss BE-PTA or a cochlear implant– No severe disabilities as reported by teacher

• Variety of settings—state schools for the deaf, private schools, public schools

• Schools-Sample of convenience• Children representative of school populations

Sample

Diverse sample N = 318 children• 39% have a cochlear implant• 27% have at least one deaf parent• 53% white,15.5% African-American, 7%

Asian, 3% Native American or Alaskan Native • Ethnically---34% Hispanic• 53% girls

Teacher report

Type of class• 68 % self-contained (DHH only)

classrooms • 15% inclusion (with hearing students)• 14% taught a resource class

N = 128 teachers

Language used in Classroom

Spoken English 41%

ASL and spoken English 20%

ASL 17%

ASL, spoken, and signed English 12%

Spoken and signed English 7%

ASL, signed English 2%

Signed English 0

Sample n =318

Mode/Language n

Sign 136

Spoken English 106

Spoken and Sign 75

Assessment Protocol

Details available from www.clad.gsu.edu

Children were assessed on a large battery of tests in the fall

Assessments were primarily adapted for those used with hearing children

http://www.clad.gsu.edu/

Language Battery

• Vocabulary– Expressive One Word

Picture Vocabulary Test– WJ Expressive

Vocabulary

• Language comprehension– CASL passage

comprehension (done in “best language)

• English SyntaxTests spoken or signed– Test of Auditory

Comprehension of Language-3 --receptive

– Clinical Evaluation of Language Functions-4 Word structure-productive

• ASL Syntax– Schick ASL Receptive Test

Language

Do these assessments that measure very different aspects of language measure one underlying construct?

Does this construct differ for children who use spoken language, signed language, or both?

Statistical Methods• Confirmatory factor analysis using Mplus• Examined model fit for each of the latent

constructs– For whole sample – For three subsamples defined by mode/language

• Model fit determined by CFI, TLI, SRMR

Signing Children

Language

WJ Picture Vocabualry

Expressive One-Word Picture Vocabulary

CASL – Passage Comprehension

TACL – Elaborated Phrases

ASL Receptive Test

.83

.94

.65

.84

.82

.32

.12

.57

.30

.33

CELF-word structure did not load on factor

Bilingual Children

Language




ASL Receptive Test

.95

.94

.82

.84

.10

.13

.32

.29

CELF-word structure did not load on factor

Vocabulary

WJ-Picture Vocabulary

Expressive One-Word Picture Vocabualry



CELF-Word Structure

.85

.98

.86

.83

.87

.28

.04

.27

.31

.24

Syntax

.84

Spoken languagechildren


• Spoken Phonological Awareness– Comprehensive Test of Phonological Processing

• Blending• Elision• Sound Matching

– WJ Word attack• Fingerspelling PA

Schick FS-PA Test– Imitation– Blending– Elision

Spoken Phonological

Ability

CTOPP Elision

CTOPP Blending

CTOPP Sound Matching

WJ Word Attack

.83

.88

.79

.88

.30

.23

.37

.23

Spoken and bilingual children

Signing Children

Fingerspelling & Phonological

Ability

Fingerspelling of Words

Fingerspelling PA Elision

Fingerspelling PA Blending


.60

.92

.79

.82

.64

.16

.38

.33

Literacy battery

Woodcock Johnson-III•Letter word ID• Passage Comprehension• Writing Fluency

Reading FluencySpelling

Whole Sample

Literacy

WJ Letter-Word ID

WJ Passage Comp

Reading Fluency

WJ Writing Fluency

Spelling

.95

.94

.82

.72

.84

.10

.13

.32

.48

.29

Structure of Early Reading

Literacy


Language

Code-Related

Skillsor

Language

Spoken and bilingual

Literacy

WJ Letter-Word ID

WJ Passage Comp

Reading Fluency

CTOPP Blending


.09

Spoken Phonological

Ability

.91

WJ Word Attack



CELF-Word Structure

Language

.10

.34

.32

.32

.19

.31

.35

.31

.83

.75

.96

.95

.81

.83

.82

.90

.83

.81

.83

Code-Based Skills

WJ Letter-Word ID

WJ Passage Comp

Reading Fluency

Fingerspelling of Words

Fingerspelling Elision

.10

Fingerspelling Blending



ASL Receptive Test

Language

.18

.30

.48

.41

.28

.16

.27

.32

.88

.95

.91

.83

.72

.77

.85

.92

.86

.82

Signing Children

Conclusions

• Assessments good measures of underlying constructs

• Structure of early literacy skills resemble those of hearing children

• But nature of sublexical skills and language unique to DHH children, especially those who sign

• Is PA more important than language? Wrong question—given high intercorrelations

Development of Language and Literacy in DHH Elementary-School Children Amy R. Lederberg, Mi-young...

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