Tiara Agustina
16611070
Article (12nd)

The development of vocabulary and the ability to read science in young hearing-impaired children can be a useful basis for helping support the development of early reading in young children with hearing impairment. Apparently, the relationship between reading, speechreading and
the vocabulary provides a unique variance both in the accuracy of reading and understanding for the hearing impaired
children. Vocabulary is an independent predictor of both readings
accuracy and comprehension, and speechreading only contributes to unique variances in reading accuracy.
Thus, the possibility of better speech skills produces more accurate results Phonological representations and current results can be understood in a reading model that suggests skilled readings
requires decoding (speechreading) and linguistic components (vocabulary).