{'fraction_non_alphanumeric': 0.01697168778351322, 'fraction_numerical': 0.0021898951978726734, 'mean_word_length': 5.228446176327326, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 1, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 3, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Role of early education in reading ability of deaf students

Background Reading is a very complex process which includes cognitive process. Reading is initialized by visual analysis and letter transformation into vocabulary form, word identification by letter sound mapping, words correlation, and interpretation. Deafness causes difficulties in acquiring language information via hearing process thus inhibits a successful conversation process. Objective To determine the role of early education in deaf students to reading ability. Methods A cross sectional design was performed from September education school B with a conventional educational method, deaf students who receive early education in special education schools B have better reading ability significantly. Duration of study also contribute significantly to reading skill.

I n a person's life, education is important for self development and sustainability of life. This is also implied for deaf students, as education is important to develop their abilities thus sustain a suitable life. There are several important goals in education of deaf students, which are to reach adequate language ability, sustain good mental health, have the ability of comprehensible speech, and able to communicate with other people effortlessly. If those goals are reached, thus it is possible to be successful in their lives. Reading is an activity needed in almost every aspect of life. Reading is one of human brain's highest levels of function, as a form of interaction between thought and language. Reading is also an important learning activity involved in the comprehension of other forms of knowledge. Only with a satisfactory ability to read, humans can search, find, and implement information, data, research results, knowledge and science for various necessities in their lives. 4 A cognitive mode explains that reading is a complex process which involves the cognitive process, a process initialized with visual analysis by transforming visual letters to the form of speech, identifying words meaning (alphabetical stage) and abstract visualization to receive a more accurate representation of a word (orthographic stage). The processes above will lead to the formation of accurate reading ability. 5 For children, reading is an important skill and it supports the ability to receive new material.
The relationship between sound perception, sound production, and language development is very close. Furthermore, strong basic language abilities are important to the development of reading abilities. 6 In students with normal hearing, most of them do not have difficulties in learning speech and language, however not all of them have the ability to read properly. has low reading abilities. Students with hearing impairment who do not have verbal language abilities (speech) will experience weaknesses in the phonologic process to map letters into sounds. The low level of reading-writing abilities in deaf students compared with normal students is mostly caused by the difference between imperfect languages systems with the need to read based on a speech system.
We aimed to find out the association between early education and reading ability in deaf students.

Methods
The research design was cross sectional study two special education schools B (SLBs B).

Population and subjects
Group I consisted of deaf students who received early education in SLB B, while group II (control) consisted of deaf children who received education in special education schools B with a conventional educational method.
Inclusion criteria were complete school data of age recording, subject had entered the reading study phase, and subject or family agreed to cooperate by signing informed/ proxy consent. Exclusion criteria were suffered from other impairments which could influence cognitive ability (mental retardation), and unilateral deafness.
Furthermore, reading ability test was performed using a validated reading list (Table 1).
The higher percentage of correct answers achieved by subjects, the higher subjects' understanding to the reading material. The understanding to read was calculated with the following formula: the ability to read well if the reading ability score > total score, whereas the ability to read bad if the reading metric data, x test for nonparametric data, while for determining the significance association between independent and dependent variables, we used logistic regression.

Subject characteristics
The total number of subjects for this study was education group. The variables measured and analysed in this research were: sex, degree of deafness, duration of education, parents' education state, class level in school, and age when the subject was enrolled in school. Subjects in the group I were deaf students who attended early education (age of enrollment was under the age of 6 years old), whereas group II were deaf students who attended standard education (age of enrollment was 6 years old and above). All subjects were located in the Yogyakarta (Table 2). Table 3 shows average age when subjects enrolled to school in both groups. There is significant difference between early education (group I) and The results of the reading ability test of both groups in this research can be seen in Table 4. There is statistically significance difference in reading ability

The correlation between early education with the ability to read
The correlations between early education prognosis factors with the ability to read in a cohort study can be assessed by calculating the prevalence risk. The prevalence risk is also known as the prevalence risk ratio which can be calculated by comparing the incidence of reading ability between the subjects group with prognostic factors of early education and without prognostic factors (standard education) to the incidence of reading ability. Thus the correlation between early education and reading ability can be assessed (Table 5).
A significant correlation can be seen in Table  5 between the educational group with the ability to compared to group II with early education.
Based on bivariate analysis result, there was statistically significant difference between duration of study and education method in both groups, but not in sex and degree of deafness variables (Table 6).
Other factors assessed was sex, in this study the ability to read was not affected by the sex shown with et al, in 1999, who stated that the pattern of brain function development for language correlated with sex, where the myelinization of nerve cells is affected by estrogen hormones thus brain development in females is much faster than in males. Magnetic RResonance Imaging reveal that central nervous system activation in females occurs diffusely compares to males during the phonologic process. In males, the brain activity is more dominant on the left inferior frontal gyrus, whereas in females the right and left regions have the same activity.
The results of this study showed that the factor of deafness degree did not influence the ability to read significantly, this was supposedly due to the condition   parental education. This can be explained statistically that the level of parental high education level was higher in group I compared to group II ( Table 2).
The cognitive factor was not assessed in this study because every deaf student in this study had been assessed during their orientation period and if the results were abnormal the child would be attending a double handicap class thus, every child in the B Special Education class only had hearing impairments. This is different compared to the results of Mashari, From Ideally, confirmation of the basis of early education is before three years old according to the language development theory of golden age period for children's language development. However, the amount of deaf children underwent education since two years old were limited and most of them were in playgroups or kindergartens which did not have reading competences, whereas in developed countries the advancement of education for deaf children was more optimal as reported by Moeller, 11 six months after detection, every deaf child can enroll in daily preschool programs with the average age of enrollment of 15 months. 11

Reading ability test
The reading ability test is devised to asses the speed and ability to comprehend reading for students in the reading competence phase. The form of this test is a passage which consists of three to five declarative statements followed by several questions. Inferential questions are presented in the form of multiple choice questions with three alternative choices. The reading test had been done in several elementary schools in the Yogyakarta area.
The reading ability test was given individually that the deaf children were homogeny with severe deafness. This is similar to the study by Pramujianta experiencing developmental delays at Sardjito General peripheral neural hearing loss. The results of logistic regression analysis of all the calculated variables illustrated that the variables which significantly contributed to reading skills were duration of study and early education. In early education group, subjects had better reading ability education. While the other independent variables were not significantly different between both groups of sample (Table 7).

Discussion
In this study, the proportion of boys and girls in both groups was quite equal. In the early education group, while in the standard education group there were 11 difference between gender in both groups was not (Table 2). This proportion is similar to the reports of the two previous studies, A factor suspected to play a role in reading ability is the duration of study at school. The longer a student undergo formal education, the easier the reading process becomes. In this study, duration of study between both groups was not significant (P = significant differences in both groups was the level of In this research, the reading ability score was higher in group I compared to group II, which was not similar with other studies in developed countries which stated that there was more advanced deafness screening technology for infants resulting in early deafness detection and early intervention which can be done consequently therefore reading abilities for deaf children compared to children with normal hearing in the same age group were similar.

The correlation between other variables with the ability to read
Language is a symbolic system for storage or information exchange, whereas speech is a mechanic aspect from voice production. Expressive language represents the ability to produce symbolic outputs which are visual (writing, signing) or auditory (speech). Receptive language signifies the ability to read other individual's output language code consisting of visual (reading) and auditory (conversation listening) abilities. Based on above, reading skills in children is a part of language abilities which are influenced by social environment, input system, speech and language central system, and output system.
In this study, the environmental factors assessed were the familial factors such as parental educational level and child's early education. There was statistically significant difference between Other analyzed factors showed significant differences education as well as the factor of duration of study and the usage of hearing aid (Table 6).
Other factor assessed was sex. In this study, the ability to read was not affected by the sex shown Kelly who stated that the pattern of brain function development for language correlated with sex, where the myelinazation of nerve cells was affected by estrogen hormones thus brain development in females was much faster than in males. MRI examination reveal that central nervous system activation in females occurs diffusely compares to males during the phonologic process. In males, the brain activity is more dominant on the left inferior frontal gyrus, whereas in females the right and left regions have the same activity.
The results of this study showed that the degree of deafness factor did not influence the ability to read significantly, this was supposedly due to the condition that deaf children were homogeny with severe deafness, similar to the study by Pramujianta Audiometry) study results in children experiencing developmental delays at Sardjito General Hospital peripheral neural hearing loss.
In conclusion, deaf students who receive early education and have longer duration of study in special education schools B (SLB B) have better reading ability significantly compared to deaf children who receive a conventional educational system in special education schools B with a conventional educational system.