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Seven- and eight-year-old deaf children and hearing children of equivalent reading agewere presented with a number of tasks designed to assess reading, spelling, productivevocabulary, speechreading, phonological awareness, short-term memory, and nonverbalintelligence. The two groups were compared for similarities and differences in the levelsof performance and in the predictors of literacy. Multiple regressions showed that bothproductive vocabulary and speechreading were significant predictors of reading for thedeaf children after hearing loss and nonverbal intelligence had been accounted for.However, spelling ability was not associated with any of the other measures apart fromreading. For hearing children, age was the main determinant of reading and spellingability (due to selection criterion). Possible explanations for the role of speechreadingand productive vocabulary in deaf children's reading and the differences between thecorrelates of literacy for deaf and hearing children are discussed.

Concurrent Correlates and Predictors of Reading and Spelling Achievement in Deaf and Hearing School Children