Little research tracks achievement for deaf children to identify the role of language in later cognitive and academic development. The current research was initiated in the spring of 2017 and funded by the Priority Research Fund starting in FY 2018. It will contribute basic knowledge by building on a previous longitudinal study.

That study tracked deaf children and their emergent literacy skills from ages 3 to 7. We seek to investigate whether previously observed relationships between early language skills and emergent literacy among these children predict later literacy and numeracy outcomes.

We hypothesize that the impact of language skills on early reading will persist through all stages of reading skill development. It will also impact cognitive skills associated with numeracy through middle school.

The proposed research would follow this cohort of children for an extra three years (beginning at age 10) with math and reading assessments. It will allow us to develop and test models of learning that include indicators of early visual language experience and reading, writing, and math outcomes.

Influences of home and classroom strategies on academic growth trajectories for children with different language histories and demographic backgrounds will be evaluated.

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EL2: Language, Mathematics, Cognition, and Learning: The Extended Educational Longitudinal Study (EELS‑II)

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