Reading retardation or linguistic deficit? I: interpreting reading test performances of hearing‐impaired adolescents

ABSTRACT The performances of 120 children – 60 hearing and 60 hearing‐impaired – on the Brimer Wide‐span Reading Test were compared. These children fell into three groups of 40 (20 hearing‐impaired, 20 hearing) and were matched for reading ages at 7:0‐7:10, 8:0‐8:10 and 9:0‐9:10 years respectively. Their reading test performances were analysed in detail to reveal marked differences both in frequency of errors and error types between the deaf and hearing children at all reading ages. The hearing‐impaired children attempted significantly more test items than the hearing children of matched reading age. They made more errors and significantly more of their errors were classified as‘non‐linguistic’in nature. The implications of these results both for the nature of reading processes in the hearing‐impaired and the value of tests in measuring their reading abilities are discussed.