Abstract
Background
Early enrollment in Part C Early Intervention (EI) by age 6 months is linked to improved language and kindergarten readiness in deaf or hard of hearing (DHH) children, but its effect on later academic outcomes is unclear. This study examines whether earlier (<6 months) or later (>6 months) enrollment influences third-grade reading proficiency.
Method
This study used data linked from three Ohio state agencies for infants identified with permanent hearing loss born 2008-2014 who received EI; 412 had third grade standardized reading tests. Reading levels were categorized from limited to advanced. Logistic regression assessed the association between enrollment timing and reading proficiency, adjusting for confounders.
Results
Children enrolled earlier (n=231, 56.1%) were more likely to achieve advanced reading levels (20.3% vs 11.9%) and less likely to score at limited levels (27.6% vs 36.2%) than those enrolled later. Earlier enrolled children had reading performance comparable to all Ohio third graders. Earlier enrollment was significantly associated with proficient or better reading levels compared to later enrollment (OR 1.64 95% CI 1.06, 2.57).
Conclusion
Benefits of earlier EI enrollment extend into elementary school, supporting healthy developmental trajectories and reducing risk for later academic challenges in DHH children.
Recommended Citation
Meinzen-Derr, J. Conrad, C. Altaye, M. Betances, E. Schumacher, J. & Wiley, S. (2025). Third Grade Reading Proficiency in Deaf/Hard of Hearing Children who Received Early Intervention. Journal of Early Hearing Detection and Intervention, 10(1), 50-58. DOI: https://doi.org/10.59620/2381-2362.1245
Retrieved from https://digitalcommons.usu.edu/jehdi/vol10/iss1/6
