Role of early education in reading ability of deaf students
Keywords:
deaf student, reading ability, hearing aid
Abstract
Background Reading is a very complex process which includescognitive process. Reading is initialized by visual analysis and letter
transformation into vocabulary form, word identification by letter
sound mapping, words correlation, and interpretation. Deafness
causes difficulties in acquiring language information via hearing
process thus inhibits a successful conversation process.
Objective To determine the role of early education in deaf students to reading ability.
Methods A cross sectional design was performed from September
until December 2007. This study compared deaf students,
younger than 6 years old, who received early education in special
education schools B (group I), with deaf children aged 6 years old and older who received education in special education schools B/conventional educational method (group II).
Results There were 22 deaf children in group I and 24 in group II. The measured variables included age, age of school enrollment, duration of studies, degree of deafness, sex, and parental educational level. Logistic regression analysis showed that the variables which significantly contributed to reading skills were the early education and duration of study. In early education group, the children had significantly better reading ability (P=0.02; OR= 19.95; 95% CI 1.939 to 53.62), besides duration of study (P=O.Ol; OR=70.754; 95% CI 6.267 to 798.75), compared to conventional education.
Conclussion Compared to those who receive education in special
education school B with a conventional educational method, deaf
students who receive early education in special education schools
B have better reading ability significantly. Duration of study
also contribute significantly to reading skill.
References
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language: implication for deaf readers. J Deaf Stud DeafEduc.
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children with early cochlear implantation. Ear and Hearing.
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Austin: Pro-ed; 1987.
Proceeding of the Seminar of Potencial Development of Deaf
Children, 2004; Yogyakarta, Indonesia.
2. Mashari. Faktor-faktor prognostik yang mempengaruhi
prestasi belajar anak tuna rungu di SDLB-B Kalibayem
[Thesis]. Yogyakarta: Gadjah Mada University; 2000.
3. Setyawati D. Pelatihan power reading untuk meningkatkan
kecepatan membaca pada anak [Thesis]. Yogyakarta: Gadjah
Mada University; 2000.
4. Widyana R. Faktor-faktor kognitif yang mempengaruhi
kemampuan membaca anak-anak kelas 1 dan 2 sekolah
dasar [Dissertation]. Yogyakarta: Gadjah Mada Univeristy;
2006.
5. Snowling MJ. Children's written language difficulties.
London: NFER-Nelson, 1985; p. 45-7.
6. Kamh AG, Catts HW. The language basis of reading:
implications for classification and treatment of children
with reading disabilities. In: Bulter KG, Silliman ER, editor.
Speaking, reading and writing in children with language
learning disabilities: new paradigms in research and practice.
New Jersey: Erlbaum Mahwah, 2002; p. 45-72.
7. Wiguna TJ. Seluk beluk kesulitan belajar pad a anak
[homepage on the internet]. Available from: http://www.
anakku. net.simposium/gangguanbelajar.doc.
8. Perfetti CA, Sandak R. Reading optimally builds on spoken
language: implication for deaf readers. J Deaf Stud DeafEduc.
2000;5:32-50.
9. Widyana R. Kemampuan membaca awal anak-anak kelas
1 dan 2 Sekolah Dasar Sedayu III Kacamatan Sedayu
Yogyakarta [Study report]. Yogyakarta: Wangsa Manggala
University; 2002.
10. Kelly DP, Sally Jl, Levine MD, Carey WB, Crocker AC.
Disorder of speech and language: Developmental-Behavior
Pediatrics. Philadelphia: WB Saunders Company; 1999.
11. Moeller PM. Early intervention and language development
in children who are deaf and hard of hearing. Pediatrics.
2000; 106:e43.
12. Geers AE. Predictors of reading skill development in
children with early cochlear implantation. Ear and Hearing.
2003;24:59S-68S.
13. Coplan J. ELM Scale: The Early Language Milestone Scale.
Austin: Pro-ed; 1987.
Published
2009-08-31
How to Cite
1.
Rianto B. Role of early education in reading ability of deaf students. PI [Internet]. 31Aug.2009 [cited 24Dec.2024];49(4):189-4. Available from: https://paediatricaindonesiana.org/index.php/paediatrica-indonesiana/article/view/551
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Received 2016-09-10
Accepted 2016-09-10
Published 2009-08-31
Accepted 2016-09-10
Published 2009-08-31
