{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,1,22]],"date-time":"2026-01-22T11:17:11Z","timestamp":1769080631377,"version":"3.49.0"},"reference-count":52,"publisher":"Oxford University Press (OUP)","issue":"1","license":[{"start":{"date-parts":[[2024,9,23]],"date-time":"2024-09-23T00:00:00Z","timestamp":1727049600000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/academic.oup.com\/pages\/standard-publication-reuse-rights"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2024,12,20]]},"abstract":"<jats:title>Abstract<\/jats:title>\n               <jats:p>Recent studies suggest that benefiting early from both a cochlear implant (CI) and exposure to cued speech (CS, support system for the perception of oral language) positively impacts deaf children\u2019s speech perception, speech intelligibility, and reading. This study aims to show how: 1\/CS-based speech perception (\u201ccue reading\u201d), and speech intelligibility might also constitute precise measures for determining the impact of CI and CS on deaf students\u2019 literary performance; 2\/print exposure might also be a predictive factor in this equation. We conducted regression analyses to examine the impact of these three variables in two experiments conducted on Grade 2\u20133 deaf children and Grade 6\u20139 deaf adolescents. Results indicate print exposure significantly contributes to literacy skills across experiments, with additional contributions from cue reading and speech intelligibility in older students. The predictive aspect of the print exposure, cue reading, and speech intelligibility variables will be discussed, as will the consequences for educational and pedagogical practices.<\/jats:p>","DOI":"10.1093\/jdsade\/enae039","type":"journal-article","created":{"date-parts":[[2024,9,6]],"date-time":"2024-09-06T18:14:25Z","timestamp":1725646465000},"page":"70-79","source":"Crossref","is-referenced-by-count":1,"title":["The impact of print exposure on deaf student literacy"],"prefix":"10.1093","volume":"30","author":[{"given":"St\u00e9phanie","family":"Colin","sequence":"first","affiliation":[{"name":"Universit\u00e9 de Lyon \u2013 Universit\u00e9 Lumi\u00e8re Lyon 2 \u2013 Campus Berges du Rh\u00f4ne, Institut des sciences et pratiques d\u2019\u00e9ducation et de formation (ISPEF), Unit\u00e9 de recherche Education, Cultures et Politiques (ECP), 86, rue Pasteur, 69365 Lyon Cedex 07,","place":["France"]}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Jean","family":"Ecalle","sequence":"additional","affiliation":[{"name":"Universit\u00e9 de Lyon \u2013 Universit\u00e9 Lumi\u00e8re Lyon 2, Laboratoire d'\u00c9tude des M\u00e9canismes Cognitifs (EMC), MSH LSE (USR CNRS 2005) , 5, avenue Mend\u00e8s-France, 69676 Bron Cedex,","place":["France"]}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Annie","family":"Magnan","sequence":"additional","affiliation":[{"name":"Universit\u00e9 de Lyon \u2013 Universit\u00e9 Lumi\u00e8re Lyon 2, Laboratoire d'\u00c9tude des M\u00e9canismes Cognitifs (EMC), MSH LSE (USR CNRS 2005) , 5, avenue Mend\u00e8s-France, 69676 Bron Cedex,","place":["France"]}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"286","published-online":{"date-parts":[[2024,9,23]]},"reference":[{"key":"2024122022332968400_ref1","doi-asserted-by":"publisher","first-page":"278","DOI":"10.3758\/BRM.40.1.278","article-title":"New and updated tests of print exposure in college students","volume":"40","author":"Acheson","year":"2008","journal-title":"Behavior Research Methods"},{"issue":"5","key":"2024122022332968400_ref2","doi-asserted-by":"publisher","first-page":"531","DOI":"10.1353\/aad.2020.0001","article-title":"Do d\/deaf and hard of hearing children need access to a spoken phonology to learn to read? 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