Studies for SFA 3
Home, school, and early language factors impacting the acquisition of reading skills among deaf children with and without cochlear implants, and with and without early-exposure to sign language. (Thomas Allen, PI)
PI: Thomas Allen, Gallaudet University
- Donna Morere, Gallaudet University
- Amy Letteri, Gallaudet University Graduate Student, Clinical Psychology
- Matt Traxler, University of California, Davis
This study will investigate individual differences, multiple variables, and the impact of these factors on reading and cognitive development in young deaf readers. Particular scientific study involves the variability in communication background, language and sensory experience, age of first language exposure (AoE), Cochlear Implant use, and socio-economic status (SES) that exist among young deaf readers. The researchers will analyze the multiplicity of factors and contexts that underlie skilled reading in visual learners in our large longitudinal dataset that has been collected as part of the VL2 Center Years 6-7. The longitudinal dataset follows deaf toddlers through early schooling. New here is the analyses of the home, school, and early language factors impacting the acquisition of reading skills among deaf children with and without Cochlear Implants, and with and without early- exposure to a visual sign language. This work requires a highly integrated effort around multiple measures of reading and reading-related skills as well as a variety of complex statistical models.