Language abilities and home literacy environment of primary school children with and without hearing impairment: a comparison

Vidović, Jerka. (2015). Language abilities and home literacy environment of primary school children with and without hearing impairment: a comparison. Diploma Thesis. Filozofski fakultet u Zagrebu, Department of Psychology. [mentor Brković, Irma].

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Abstract

The aim of the study was to examine language abilities and characteristics of home literacy environment among children with and without hearing impairment. In the first group there was 10 and in the second 199 children from 3 rd to 8 th grade of primary school. We used language ability tests and Home literacy environment questionnaire. The examination of applicability of language tests on deaf children revealed a great concurrence between results with hearing children. The difference between two groups was analized observing distributions on every single variable, pointing up individual results of deaf participants. Except ortographic awareness, deaf children were under average of hearing children on all language variables, in Home literacy environment questionnaire only on number of books at home. Hierarchical regression analysis for hearing participants revealed contribution of language tests to reading comprehension. Among home literacy environment variables, attitudes toward reading had significant individual contribution. In deaf participants language abilities were also significantly correlated with reading comprehension but orthographic awareness was as important as phonological. Number of family members seems to be more important to deaf children than hearing children for reading habits and attitudes toward reading. Another difference was significant correlation between school grades and parental literacy activities with children and time spended with adults, found in deaf but not in hearing participants.

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