Improving phonological skills and reading comprehension in deaf children: A new multisensory approach

María Teresa Daza Gonzaleza Department of Psychology, University of Almería, Almería, Spain;b Center for Neuropsychological Assessment and Rehabilitation (CERNEP), University of Almería, Almería, SpainCorrespondence[email protected]

https://orcid.org/0000-0002-6561-8982 View further author information

Jessica Phillips-Silverb Center for Neuropsychological Assessment and Rehabilitation (CERNEP), University of Almería, Almería, Spain;c Growing Brains, Washington, DC, USAView further author information

Nahuel Gioiosa Maurnoa Department of Psychology, University of Almería, Almería, Spain;b Center for Neuropsychological Assessment and Rehabilitation (CERNEP), University of Almería, Almería, SpainView further author information

Laura Fernández Garcíaa Department of Psychology, University of Almería, Almería, Spain;b Center for Neuropsychological Assessment and Rehabilitation (CERNEP), University of Almería, Almería, SpainView further author information

Pamela Ruiz-Castañedaa Department of Psychology, University of Almería, Almería, Spain;b Center for Neuropsychological Assessment and Rehabilitation (CERNEP), University of Almería, Almería, SpainView further author information

Improving phonological skills and reading comprehension in deaf children: A new multisensory approach

Table 1. Sociodemographic and clinical characteristics of deaf children assigned to the experimental group (MPT+ST) and to the control group (MPT+ST).

Table 2. Sociodemographic characteristics and IQ scores in the non-verbal intelligence test of deaf children who received MPT+ST training and hearing children.

Table 3. Results obtained in the pre-training evaluation by deaf children assigned to the experimental group (MPT+ST) and deaf children assigned to the control group (nonMPT+ST).

Table 4. Pre-Post-training improvements in the group of deaf children who received MPT+ST (experimental group).

Table 5. Pre-Post-training improvements in the group of deaf children who received nonMPT+ST (control group).

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Improving phonological skills and reading comprehension in deaf children: A new multisensory approach

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Table 1. Sociodemographic and clinical characteristics of deaf children assigned to the experimental group (MPT+ST) and to the control group (MPT+ST).

Table 2. Sociodemographic characteristics and IQ scores in the non-verbal intelligence test of deaf children who received MPT+ST training and hearing children.

Table 3. Results obtained in the pre-training evaluation by deaf children assigned to the experimental group (MPT+ST) and deaf children assigned to the control group (nonMPT+ST).

Table 4. Pre-Post-training improvements in the group of deaf children who received MPT+ST (experimental group).

Table 5. Pre-Post-training improvements in the group of deaf children who received nonMPT+ST (control group).

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