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A Longitudinal Investigation of Code-Related Emergent Literacy Skills in Children Who Are Deaf and Hard of Hearing Across the Preschool Years by Krystal L. Werfel; Gabriella Reynolds; Lisa Fitton is a Psychology article available to read on EtoBox.

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## Purpose: The purpose of this longitudinal investigation was to compare the developmental trajectories of code-related emergent literacy skills of children who are deaf and hard of hearing (DHH) who use amplification and spoken language across the preschool years. ## Method: Thirty children who are DHH and 31 children with typical hearing completed a language and emergent literacy assessment at 6-month intervals from age 4 through 6 years. Growth curve analysis was used to compare developmental trajectories between groups of the code-related skills of phonological awareness, phonological memory, phonological recoding, alphabet knowledge, and conceptual print knowledge. ## Results: Growth across the preschool years was observed on all code-related emergent literacy skills across groups. Children who are DHH scored consistently lower than children with typical hearing on phonological awareness, phonological memory, and conceptual print knowledge; no group differences were observed for phonological recoding or alphabet knowledge. No interactions of time and group were significant. ## Conclusions: Children who are DHH exhibit consistent deficits in phonological awareness, phonologica

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Author

Krystal L. Werfel; Gabriella Reynolds; Lisa Fitton

Publisher

American Speech Language Hearing Association

Published

2023

Language

EN

Field

Psychology (Social Sciences)