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1.
The emerging reading and spelling abilities of 24 deaf and 23 hearing beginning readers were followed over 2 years. The deaf children varied in their language backgrounds and preferred mode of communication. All children were given a range of literacy, cognitive and language-based tasks every 12 months. Deaf and hearing children made similar progress in literacy in the beginning stages of reading development and then their trajectories began to diverge. The longitudinal correlates of beginning reading in the deaf children were earlier vocabulary, letter-sound knowledge, and speechreading. Earlier phonological awareness was not a longitudinal correlate of reading ability once earlier reading levels were controlled. Only letter name knowledge was longitudinally related to spelling ability. Speechreading was also a strong longitudinal correlate of reading and spelling in the hearing children. The findings suggested that deaf and hearing children utilize slightly different reading strategies over the first 2 years of schooling. 相似文献
2.
Reading is not merely "language by eye." Rather, it builds fundamentally on primary language processes. For hearing readers, this means that spoken language processes, including phonological processes, are critical to high achievement in reading. We examine the implications of this fact for deaf readers by considering the relationship between language and reading and by reviewing the research on the use of phonology by deaf readers. The research, although mixed in its results, suggests that the use of phonology is associated with higher levels of reading skill among deaf readers. We examine related questions, including the additional semantic and visual strategies available to deaf readers, how some deaf readers gain access to the spoken structure of language, and implications for how to improve reading achievement. 相似文献
3.
This article reports on an investigation of graphophonological processes in deaf readers of French over a 1-year period. Deaf readers are known to have a phonological deficit compared to hearing peers, and conclusions from studies on this question are often conflicting. Among the different types of phonological processing, we can identify graphophonological processes based on correspondences between the oral and the written language. In this investigation, we evaluated graphophonemic and graphosyllabic processes using, in each case, two different tasks varying in their degree of cognitive constraints (CC- vs. CC+). Nineteen 11 year-old deaf students were compared to younger normal readers of the same reading level (RA, n = 17) and to normal readers of the same age (CA, n = 20). Two variables were considered in the analyses: accuracy and response latency. Results show that deaf readers do process written items at the graphophonological level and that graphophonological processes are related to reading ability. Also, results indicate main effects of task (CC- vs. CC+), time (T1 vs. T2), and group. In general, deaf participants' performances are comparable to those of RA and differ from those of CA. Results are discussed within the framework of the study of phonology in deaf readers and its relation to reading acquisition. 相似文献
4.
Nathalie N. Bélanger Shari R. Baum Rachel I. Mayberry 《Scientific Studies of Reading》2013,17(3):263-285
Deaf people often achieve low levels of reading skills. The hypothesis that the use of phonological codes is associated with good reading skills in deaf readers is not yet fully supported in the literature. We investigated skilled and less skilled adult deaf readers' use of orthographic and phonological codes in reading. Experiment 1 used a masked priming paradigm to investigate automatic use of these codes during visual word processing. Experiment 2 used a serial recall task to determine whether orthographic and phonological codes are used to maintain words in memory. Skilled hearing, skilled deaf, and less skilled deaf readers used orthographic codes during word recognition and recall, but only skilled hearing readers relied on phonological codes during these tasks. It is important to note that skilled and less skilled deaf readers performed similarly in both tasks, indicating that reading difficulties in deaf adults may not be linked to the activation of phonological codes during reading. 相似文献
5.
The current study examined the nature of deaf readers’ phonological processing during online word recognition, and how this
compares to similar effects in hearing individuals. Unlike many previous studies on phonological activation, we examined whether
deaf readers activated phonological representations for words as opposed to pseudohomophones. Both hearing and deaf adults
performed lexical decisions on homophones and control words in the context of either pseudoword foils (e.g., CLANE) or pseudohomophone
foils (e.g., BRANE). As expected, hearing readers responded more slowly to homophones than to control words in both non-word
contexts, reflecting phonological activation during reading. In contrast, deaf readers responded more slowly to homophones
than to control words in the pseudohomophone foil context, but not in the pseudoword foil context. This finding suggests that
deaf readers are able to activate phonological representations; however the nature of these representations appears to be
more coarse-grained in deaf readers. 相似文献
6.
A comparison was made between prelingually deaf and hearing children matched on reading age (between 7:0 and 7:11 years) in order to examine possible differences in reading performance. The deaf children all had a severe or profound hearing loss and were receiving special education in either a school or a unit for the deaf. The experimental tasks used a lexical decision task involving the reading of single words. The employment of phonology in reading was investigated by comparing reading performance on regular and irregular words and by comparing reading of homophonic versus non–homophonic nonwords. Both tasks revealed that hearing participants were much more affected by regularity and homophony, suggesting a much greater reliance on assembled phonological recoding. These results are discussed in terms of deaf readers relying on lexical access for reading print. 相似文献
7.
Two lexical decision experiments are reported that investigate whether the same segmentation strategies are used for reading printed English words and fingerspelled words (in American Sign Language). Experiment 1 revealed that both deaf and hearing readers performed better when written words were segmented with respect to an orthographically defined syllable (the Basic Orthographic Syllable Structure [BOSS]) than with a phonologically defined syllable. Correlation analyses revealed that better deaf readers were more sensitive to orthographic syllable representations, whereas segmentation strategy did not differentiate the better hearing readers. In contrast to Experiment 1, Experiment 2 revealed better performance by deaf participants when fingerspelled words were segmented at the phonological syllable boundary. We suggest that English mouthings that often accompany fingerspelled words promote a phonological parsing preference for fingerspelled words. In addition, fingerspelling ability was significantly correlated with reading comprehension and vocabulary skills. This pattern of results indicates that the association between fingerspelling and print for adult deaf readers is not based on shared segmentation strategies. Rather, we suggest that both good readers and good fingerspellers have established strong representations of English and that fingerspelling may aid in the development and maintenance of English vocabulary. 相似文献
8.
Deaf children can improve their reading skills by learning to use alternative, visual codes such as fingerspelling. A sample of 28 deaf children between the ages of 7 and 16 years was used as an experimental group and another sample of 15 hearing children of similar age and academic level as a control group. Two experiments were carried out to study the possible interactions between phonological and visual codes and working memory, and to understand the relationships between these codes and reading and orthographic achievement. The results highlight the relationship between dactylic and orthographic coding. Just as phoneme-to-grapheme knowledge can facilitate reading for hearing children, fingerspelling-to-grapheme knowledge has the potential to play a similar role for deaf readers. 相似文献
9.
《Scientific Studies of Reading》2013,17(4):331-361
This study examined the contributions of phonological processing and oral language abilities to reading and reading disabilities in young children. Two approaches were taken. First, 604 participants were divided into good and poor readers on the basis of reading performance in second grade. Reading groups were then compared in terms of kindergarten phonological processing and other language abilities. In a second approach, multiple regression was employed to investigate the relative contributions of phonological processing and oral language abilities in predicting second-grade reading achievement across reading groups. Results indicated that over 70% of poor readers had a history of language deficits in kindergarten. Most of these children had problems in both phonological processing and oral language. Regression analyses further indicated that oral language and phonological processing abilities each accounted for unique variance in reading achievement. These results suggest that language-based theories of reading and reading disabilities must include both phonological processing and oral language abilities. 相似文献
10.
How speechreading contributes to reading in a transparent ortography: the case of Spanish deaf people 
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下载免费PDF全文 Isabel R. Rodríguez‐Ortiz David Saldaña Francisco J. Moreno‐Perez 《Journal of Research in Reading》2017,40(1):75-90
The aim of the study is to describe the performance of deaf and hearing people while speechreading Spanish, a language with transparent orthography, and to relate this skill to reading efficiency. Three groups of 27 participants each were recruited: a group of deaf participants, a chronological age‐matched hearing group and a reading age‐matched hearing group. All three were tested on vocabulary, phonological awareness, reading speed, speechreading and, only in the group of deaf people, speech intelligibility. The results indicate that deaf people are better speechreaders than younger hearing people, but they are no better than their age‐matched peers, and that speechreading is related to reading only in deaf people. 相似文献
11.
Dyer A MacSweeney M Szczerbinski M Green L Campbell R 《Journal of deaf studies and deaf education》2003,8(3):215-229
Deaf readers often fail to achieve age-appropriate reading levels. In hearing children, two cognitive factors correlated with reading delay are phonological awareness and decoding (PAD) and rapid automatized naming (RAN) of visual material. In this study we explored the contribution of these factors to reading and reading delay in a sample of deaf students (N = 49, mean age 13 years) whose reading age (RA) was around 7 years. Although PAD performance was poor in the deaf students compared with RA-matched hearing controls, it nevertheless correlated with their RA. Whether tested in sign or speech, RAN was much faster in the deaf group than in RA-matched hearing controls but showed no direct relationship with reading level or reading delay. We conclude that in contrast to PAD, which is a factor in both deaf and hearing reading achievement, RAN may be only indirectly related to reading in deaf students. 相似文献
12.
This article reports on a longitudinal study of reading progress in a group of five-year-old deaf children and a group of hearing controls. All children were prereaders at the beginning of the study and the IQ of the two groups were matched. The deaf children varied considerably on a number of measures, including implicit phonological awareness, oral ability, and familiarity with British Sign Language and fingerspelling. Overall, the deaf children made significantly less reading progress than their hearing peers over the first year of schooling, and they also scored significantly lower on the test of rime and onset awareness. However, considerable variation in the reading progress of the deaf children was positively correlated with oral skills, rime/onset awareness, and language comprehension. Language comprehension, itself, was positively correlated with signing and fingerspelling. The deaf children were assessed again one year later, when learning to read continued to be very delayed, and the pattern of correlation was essentially the same. The implications of these findings for the education of deaf children are discussed. 相似文献
13.
The alphasyllabary of Kannada comprises more than 400 symbols called akshara; each symbol is visuo-spatially complex with a consistent representation at the dual levels of the syllable and the phoneme.
We investigated reading difficulties in Kannada among 8–12 year old children by conducting a between-groups followed by a
case series analysis. We compared the children with reading difficulties with same age competent readers and younger readers
who were similar in language level, matched on measures of vocabulary, syntactic processing, and morphological processing.
Reading difficulties were characterized by poor akshara knowledge. Concomitant impairments were in syllable and phoneme level
phonological skills, in rapid naming and in oral language skills. The case series analysis highlighted the variability of
profiles among poor readers with the most common impairments being in akshara knowledge and phonological processing. Sub-groups
of poor readers showed additional deficits in oral language, rapid naming, and visual processing skills. Together our findings
indicate that the core deficit associated with reading difficulty in the alphasyllabary of Kannada is in the phonological
domain. However, accompanying deficits in related skills, including visual processing, can further inhibit reading attainment.
The findings from this study support a multifactorial model of reading development. 相似文献
14.
This study examined the longitudinal effects of an early literacy intervention in Kindergarten. A group of children completed reading and cognitive measures between Kindergarten (5–6 years old) and Grade 7 (12–13 years old). Our results showed that 22 % of children were identified as at-risk for reading deficits in Kindergarten, but only 6 % of children had reading difficulties in Grade 7. In Kindergarten, at-risk groups scored lower than not-at-risk groups on measures of word and letter recognition, phonological processing, rapid naming, working memory, and language. We also examined a small group of children who were not-at-risk in Kindergarten, but had a reading disability in Grade 7; these children did not obtain lower scores than average readers on any of our Kindergarten measures. Finally, we illustrated that the trajectory of word reading skills was generally stable, such that most children scored within the average range between Grade 1 and 7. Our results provide evidence for the long-term positive outcomes of early literacy instruction. 相似文献
15.
Many studies have shown that learning to read in a second language (L2) is similar, in many ways, to learning to read in a first language (L1). Nevertheless, reading development also relies upon oral language proficiency and is greatly influenced by orthographic consistency. This longitudinal study aimed to analyze the role of linguistic predictors (phonological awareness, letter knowledge, pseudoword repetition, morphosyntactic comprehension, lexical knowledge and rapid naming) in reading outcomes (fluency, accuracy and comprehension) in a group of bilingual children (n = 30) reading Italian as an L2, compared to a group of monolingual children (n = 56). We ran a multi-group structural equation model. Our findings showed that rapid automatized naming was a significant predictor of reading speed in both groups. However, the study revealed different patterns of predictors for reading accuracy, predictors for monolinguals being LK, phonological awareness and lexical knowledge, while pseudoword repetition was a predictor for bilinguals. Morphosyntactic comprehension was the most significant predictor of comprehension skills in bilingual children. Implications for clinical and educational settings are discussed. 相似文献
16.
Given the well-acknowledged phonological deficit found in dyslexic children, this study was aimed at investigating graphophonological processes in dyslexic readers of French over a 1-year period. Among the different types of phonological processing can be distinguished those related to phonological awareness based on knowledge of the oral language and graphophonological processes based on correspondences between the oral and the written language. In this study, we evaluated graphophonemic and graphosyllabic processes using, in each case, two different tasks varying in the degree of cognitive constraint associated with the task (CC- vs CC+). Twenty 11 year-old dyslexic students were compared with younger normal-readers of the same reading level (RA, n=26) and to normal-readers of the same age (CA, n=24). Two variables were considered in the analyses: accuracy and response latency. Results show that dyslexic readers do process written items at the graphophonological level. Also, results indicate main effects of task (CC- vs CC+), time (T1 vs T2), and group (DYS vs RA vs CA). In general, dyslexic participants' performances are comparable to those of RA and differ from those of CA. 相似文献
17.
Elliott EA Braun M Kuhlmann M Jacobs AM 《Journal of deaf studies and deaf education》2012,17(2):227-243
There is an ongoing debate whether deaf individuals access phonology when reading, and if so, what impact the ability to access phonology might have on reading achievement. However, the debate so far has been theoretically unspecific on two accounts: (a) the phonological units deaf individuals may have of oral language have not been specified and (b) there seem to be no explicit cognitive models specifying how phonology and other factors operate in reading by deaf individuals. We propose that deaf individuals have representations of the sublexical structure of oral-aural language which are based on mouth shapes and that these sublexical units are activated during reading by deaf individuals. We specify the sublexical units of deaf German readers as 11 "visemes" and incorporate the viseme set into a working model of single-word reading by deaf adults based on the dual-route cascaded model of reading aloud by Coltheart, Rastle, Perry, Langdon, and Ziegler (2001. DRC: A dual route cascaded model of visual word recognition and reading aloud. Psychological Review, 108, 204-256. doi: 10.1037//0033-295x.108.1.204). We assessed the indirect route of this model by investigating the "pseudo-homoviseme" effect using a lexical decision task in deaf German reading adults. We found a main effect of pseudo-homovisemy, suggesting that at least some deaf individuals do automatically access sublexical structure during single-word reading. 相似文献
18.
The relationship between reading achievement and morphological word analysis in deaf and hearing students matched for reading level 总被引：1，自引：0，他引：1
This study extends the findings of Gaustad, Kelly, Payne, and Lylak (2002), which showed that deaf college students and hearing middle school students appeared to have approximately the same morphological knowledge and word segmentation skills. Because the average grade level reading abilities for the two groups of students were also similar, those research findings suggested that deaf students' morphological development was progressing as might be expected relative to reading level. This study further examined the specific relationship between morphologically based word identification skills and reading achievement levels, as well as differences in the error patterns of deaf and hearing readers. Comparison of performance between pairs of deaf college students and hearing middle school students matched for reading achievement level shows significant superiority of younger hearing participants for skills relating especially to the meaning of derivational morphemes and roots, and the segmentation of words containing multiple types of morphemes. Group subtest comparisons and item analysis comparisons of specific morpheme knowledge and word segmentation show clear differences in the morphographic skills of hearing middle school readers over deaf college students, even though they were matched and appear to read at the same grade levels, as measured by standardized tests. 相似文献
19.
The spellings of 39 profoundly deaf users of cochlear implants, aged 6 to 12 years, were compared with those of 39 hearing peers. When controlled for age and reading ability, the error rates of the 2 groups were not significantly different. Both groups evinced phonological spelling strategies, performing better on words with more typical sound–spelling correspondences and often making misspellings that were phonologically plausible. However, the magnitude of these phonological effects was smaller for the deaf children than for hearing children of comparable reading and spelling ability. Deaf children with cochlear implants made the same low proportion of transposition errors as hearing children. The findings indicate that deaf children do not rely primarily on visual memorization strategies, as suggested by previous studies. However, deaf children with cochlear implants use phonological spelling strategies to a lesser degree than hearing peers. 相似文献