Examining Variability Assumptions for Correlations Between Reading Comprehension and Phonics in Research With Deaf and Hard-of-Hearing Individuals

• In Event: 60.078 - Language and Literacy in the 21st Century

Abstract

Statistical correlations of phonics (acquired quickly) with reading comprehension (acquired gradually) create potential violations of statistical assumptions regarding variance (Paris, 2005). Skills learned quickly (phonics) exhibit variability for a limited time period compared with skills requiring years to develop and refine (e.g., reading comprehension). This study examines 22 correlational studies of deaf students’ reading and reinterprets their findings with regard to age of participants, presumed trajectory in acquiring phonics and reading comprehension skills, and how timing impacts statistical variability. Results provide an explanation for the frequently contradictory findings regarding the relationship between phonics and reading comprehension and a better understanding of the factors that promote reading comprehension.

Author

• Pamela Luft, Kent State University