Depth of reading vocabulary in hearing and hearing-impaired children |
| |
| Authors: | Coppens Karien M Tellings Agnes Verhoeven Ludo Schreuder Robert |
| |
| Institution: | (1) Behavioural Science Institute, Radboud University Nijmegen, P.O. Box 9104, 6500 HE Nijmegen, The Netherlands;(2) Donders Institute for Brain, Cognition and Behaviour, Centre for Cognition, Radboud University Nijmegen, P.O. Box 9104, 6500 HE Nijmegen, The Netherlands |
| |
| Abstract: | The main point of our study was to examine the vocabulary knowledge of pupils in grades 3–6, and in particular the relative
reading vocabulary disadvantage of hearing-impaired pupils. The achievements of 394 pupils with normal hearing and 106 pupils
with a hearing impairment were examined on two vocabulary assessment tasks: a lexical decision task and a use decision task.
The target words in both tasks represent the vocabulary children should have at the end of primary school. The results showed
that most hearing pupils reached this norm, whereas most hearing-impaired pupils did not. In addition, results showed that
hearing-impaired pupils not only knew fewer words, but that they also knew them less well. This lack of deeper knowledge remained
even when matching hearing and hearing-impaired children on minimal word knowledge. Additionally, comparison of the two tasks
demonstrated the efficacy of the lexical decision task as a measure of lexical semantic knowledge. |
| |
| Keywords: | |
| 本文献已被 PubMed SpringerLink 等数据库收录！ |
|
