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    Literacy skills of Australian Indigenous school children with and without otitis media and hearing loss

    199887_199887.pdf (265.2Kb)
    Access Status
    Open access
    Authors
    Timms, L.
    Williams, Cori
    Stokes, Stephanie F.
    Kane, Robert
    Date
    2014
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Timms, L. and Williams, C. and Stokes, S.F. and Kane, R. 2014. Literacy skills of Australian Indigenous school children with and without otitis media and hearing loss. International Journal of Speech-Language Pathology. 16 (3): pp. 327-334.
    Source Title
    International Journal of Speech-Language Pathology
    DOI
    10.3109/17549507.2013.872296
    ISSN
    17549507
    School
    School of Psychology
    Remarks

    Copyright © 2014 The Speech Pathology Association of Australia Ltd. Published by Informa UK.

    URI
    http://hdl.handle.net/20.500.11937/27812
    Collection
    • Curtin Research Publications
    Abstract

    This study examined the relationship between reading, spelling, and the presence of otitis media (OM) and co-occurring hearing loss (HL) in metropolitan Indigenous Australian children, and compared their reading and spelling outcomes with those of their non-Indigenous peers. OM and HL may hinder language development and phonological awareness skills, but there is little empirical evidence to link OM/HL and literacy in this population. Eighty-six Indigenous and non-Indigenous children attending pre-primary, year one and year two at primary schools in the Perth metropolitan area participated in the study. The ear health of the participants was screened by Telethon Speech and Hearing Centre EarBus in 2011/2012. Participants’ reading and spelling skills were tested with culturally modifi ed sub-tests of the Queensland University Inventory of Literacy. Of the 46 Indigenous children, 18 presented with at least one episode of OM and one episode of HL. Results indicated that Indigenous participants had significantly poorer non-word and real word reading and spelling skills than their non-Indigenous peers. There was no significant difference between the groups of Indigenous participants with OM and HL and those with normal ear health on either measure. This research provides evidence to suggest that Indigenous children have ongoing literacy development difficulties and discusses the possibility of OM as one of many impacting factors.

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