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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
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In this paper we examine issues concerning the acquisition of word meanings from context by deaf readers. Theories and research with hearing readers suggest several reader, text, and task factors which may influence this acquisition process, although a similar research base with deaf readers is lacking. It is our view that a variety of important questions remain unanswered concerning deaf readers' meaning acquisitions. This paper reviews relevant findings from recent investigations of how individuals use context in deriving word meanings. It details several exemplary studies and draws implications for future inquiry. 相似文献
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Susan Goldin-Meadow Rachel I. Mayberry 《Learning disabilities research & practice》2001,16(4):222-229
Reading requires two related, but separable, capabilities: (1) familiarity with a language, and (2) understanding the mapping between that language and the printed word (Chamberlain & Mayberry, 2000; Hoover & Gough, 1990). Children who are profoundly deaf are disadvantaged on both counts. Not surprisingly, then, reading is difficult for profoundly deaf children. But some deaf children do manage to read fluently. How? Are they simply the smartest of the crop, or do they have some strategy, or circumstance, that facilitates linking the written code with language? A priori one might guess that knowing American Sign Language (ASL) would interfere with learning to read English simply because ASL does not map in any systematic way onto English. However, recent research has suggested that individuals with good signing skills are not worse, and may even be better, readers than individuals with poor signing skills (Chamberlain & Mayberry, 2000). Thus, knowing a language (even if it is not the language captured in print) appears to facilitate learning to read. Nonetheless, skill in signing does not guarantee skill in reading—reading must be taught. The next frontier for reading research in deaf education is to understand how deaf readers map their knowledge of sign language onto print, and how instruction can best be used to turn signers into readers. 相似文献
5.
In order to become expert readers of an alphabetical language like French, students must develop and adequately use phonological knowledge. Considering that the phonological knowledge used in reading largely comes from knowledge of the oral language, what happens when the oral language is not accessible, as is the case for many deaf children? In this study, graphophonemic and syllabic processes in pseudoword reading were assessed with a similarity judgment task. Gestual deaf subjects aged 10–18 years old (N = 24) were compared to 24 age-matched hearing subjects. The results show that deaf readers are less sensitive to the graphemic and the syllabic structures of pseudo-words than hearing readers. In deaf subjects, the results are different than chance-level in the 13–15 and the 16–18-year-old groups. These results indicate that gestual deaf readers can develop phonological knowledge even in settings where sign language is promoted. 相似文献
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Hermans D Knoors H Ormel E Verhoeven L 《Journal of deaf studies and deaf education》2008,13(2):155-174
The acquisition of reading vocabulary is one of the major challenges for deaf children in bilingual education programs. Deaf children have to acquire a written lexicon that can effectively be used in reading. In this paper, we present a developmental model that describes reading vocabulary acquisition of deaf children in bilingual education programs. The model is inspired by Jiang's model of vocabulary development in a second language (N. Jiang, 2000, 2004a) and the hierarchical model of lexical representation and processing in bilinguals (J. F. Kroll & E. Stewart, 1988). We argue that lexical development in the written language often fossilizes and that many words deaf readers acquire will not reach the final stage of lexical development. We argue that this feature is consistent with many findings reported in the literature. Finally, we discuss the pedagogical implications of the model. 相似文献
7.
Very Early Language Deficits in Dyslexic Children 总被引：23，自引：0，他引：23
Hollis S. Scarborough 《Child development》1990,61(6):1728-1743
At 2 1/2 years of age, children who later developed reading disabilities were deficient in the length, syntactic complexity, and pronunciation accuracy of their spoken language, but not in lexical or speech discrimination skills. As 3-year-olds, these children began to show deficits in receptive vocabulary and object-naming abilities, and as 5-year-olds they exhibited weaknesses in object-naming, phonemic awareness, and letter-sound knowledge that have characterized kindergartners who became poor readers in other studies. These late preschool differences were related to subsequent reading status as well as to prior language skills, but early syntactic proficiency nevertheless accounted for some unique variance in grade 2 achievement when differences at age 5 were statistically controlled. The language deficits of dyslexic children were unrelated to maternal reading ability and were not observed in children from dyslexic families who became normal readers. The implications of the results for etiological issues are discussed. 相似文献
8.
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
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Kelly L 《Journal of deaf studies and deaf education》1998,3(3):217-230
This research tested whether silent motion pictures could be a source of contexts that fostered comprehension of relative clause and passive voice sentences during reading. These two syntactic structures are chronically difficult for some deaf readers. According to the instructional strategy, while subjects watched silent comedy stories, the video display intermittently focused attention on short segments of action and then called for a decision regarding which of two sentences printed in a workbook described the action segment. After this, a display on the video screen provided feedback on the accuracy of the decision. If successful here, this approach might be applied to other areas of competence in order to elevate the generally low level of reading performance by many deaf students. The study applied a single subject design in order to measure sentence comprehension accuracy before and following use of the materials. The computerized testing procedure also measured sentence reading time, an index of attention use. Thus, these data allowed an examination of whether any increases in comprehension were associated with slower, more laborious rates of reading. The instructional approach was an indirect one sharing multiple aspects of whole language methodology, and the sample included deaf subjects at a variety of reading ability levels. This permitted examination of whether an indirect instructional approach could be successful with readers demonstrating relatively low reading ability. The central research question of the study was the following 'Can this instructional method be effective with deaf readers?'. 相似文献
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The aim of this study was to determine if phonological processing deficits in specific reading disability (SRD) and specific language impairment (SLI) are the same or different. In four separate analyses, a different combination of reading and spoken language measures was used to divide 73 children into three subgroups: poor readers with average spoken language (SRD), poor readers with poor spoken language (SRD + SLI) and average readers with poor spoken language (SLI). These groups were compared on five phonological processing measures. The SRD group had deficits in neural representations of phonemes, phoneme discrimination, phoneme awareness and rapid naming. The SRD + SLI group had more severe deficits than the SRD group on half of these measures, as well as phonological short‐term memory. Children with SLI were free from phonological processing deficits. Thus, phonological processing deficits were the same or different in SRD and SLI, depending on how SRD and SLI were defined, and how phonological processing was measured. 相似文献
11.
Deaf individuals usually face more challenges in reading and writing, because they are often deprived of adequate spoken input from their infancy. Research on the language features of deaf individuals’ writing is abundant. However, their language structures have as yet been unexplored. In order to address this subject, this article uses the holistic approach of complex network theory. This study builds three syntactic dependency networks, the intent being to capture the macroscopic linguistic features in writing of deaf individuals. Three networks are constructed: one is created from a treebank of texts produced by deaf individuals, and the other two are created from two treebanks of spoken and written language samples produced by hearing people. A dependency‐based theory of syntax is used. The results indicate that the language system of individuals with deafness is structurally similar to that of hearing people, especially to that of their spoken language, but individuals with deafness tend to have lower language proficiency in both syntactic and lexical aspects. The rigid use of function words and less diversity of vocabulary might be part of the reason for the observed differences. 相似文献
12.
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
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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
14.
The effects of different approaches to reading instruction on letter detection tasks in normally achieving and low achieving readers 总被引：1，自引：0，他引：1
The present study used two letter detection tasks, the classic missing letter effect paradigm and a single word versus familiar
word compound version of this paradigm, to study bottom-up and top–down processes involved in reading in normally achieving
as compared to low achieving elementary school readers. The research participants were children in grades first to sixth who
had been taught to read by three approaches to reading instruction (ARI): the whole language/global approach, the phonic/synthetic
approach or the eclectic approach. Thus, the study attempted to clarify how different ARIs activate these processes in these
two types of readers. The main hypothesis was that since low achieving readers rely on top–down processes for word recognition
(see, e.g., Stanovich, 1980), the whole language ARI will reduce the difference in bottom-up tasks between them and the normally achieving readers. In
the two experiments included in the study, participants were required to perform a letter detection task while reading short
texts in Hebrew for comprehension. Contrary to this study hypotheses, the main finding was that the whole language ARI does
not compensate for difficulties in bottom-up processes of low achieving readers. Moreover, the results of this study imply
that any improvement in basic processes involved in reading proficiency produced by the whole language ARI for both the normal
and the low achieving readers dissipates by grade three. 相似文献
15.
This article presents a critical analysis of empirical studies assessing literacy and other domains of academic achievement among children with cochlear implants. A variety of recent studies have demonstrated benefits to hearing, language, and speech from implants, leading to assumptions that early implantation and longer periods of implant should be associated with higher reading and academic achievement. This review, however, reveals that although there are clear benefits of cochlear implantation to achievement in young deaf children, empirical results have been somewhat variable. Examination of the literature with regard to reading achievement suggests that the lack of consistent findings might be the result of frequent failures to control potentially confounding variables such as age of implantation, language skills prior to implantation, reading ability prior to implantation, and consistency of implant use. Studies of academic achievement beyond reading are relatively rare, and the extent to which performance in such domains is mediated by reading abilities or directly influenced by hearing, language, and speech remains unclear. Considerations of methodological shortcomings in existing research as well as theoretical and practical questions yet to be addressed provide direction for future research. 相似文献
16.
Nicole Patton Terry Carol McDonald Connor Lakeisha Johnson Adrienne Stuckey Novell Tani 《Reading and writing》2016,29(2):267-295
The purpose of this study was to examine second graders’ (n = 680) changing spoken nonmainstream American English (NMAE) use in relation to their oral language and reading comprehension achievement. Fall NMAE production was negatively associated with fall achievement scores. NMAE production generally decreased from fall to spring. Students who qualified for the US Free and Reduced Lunch program (FARL) and who had stronger language skills were more likely to decrease their NMAE use (i.e., dialect shifting) than their peers who did not qualify for FARL or their peers with weaker language skills. Dialect shifting for a sub-sample of 102 students who used substantial amounts of NMAE at the beginning of the school year was predicted by school context, controlling for reading and language skills—in general, students who attended more affluent schools dialect shifted to a greater extent than did their peers who attended higher poverty schools. Greater dialect shifting in this group predicted gains in reading comprehension from fall to spring. 相似文献
17.
Learning to read and write is a challenge for most deaf children due to their limited experiences with, and access to, spoken language. In the case of deaf students who have difficulty processing visual print, literacy becomes an even greater challenge. The study piloted an intervention procedure that incorporated the principles of automaticity, repetition, functional vocabulary, and a positive teacher-student relationship as recommended in programs for struggling readers and adapted them to the needs of two deaf high school students with dyslexia in an American Sign Language-English bilingual program. The findings reveal gains in reading ability on the formal measures, though not more than would be expected over a 6-month period simply due to development. The real improvements were noted in the students' attitudes toward literacy, improved social interaction, and increased self-confidence. 相似文献
18.
The benefit of assessment-based language and reading instruction: perspectives from a case study 总被引：1，自引：0，他引：1
We present a case study of the language and literacy development of a deaf child, Marcy, from preschool through sixth grade. The purpose of the project was to examine the connection between language and reading and to provide insight into the relationships between them. To compile the case study, we analyzed data from nine years of follow-up, including listening, speech articulation, semantic, syntactic, reading, and writing information drawn from a number of informal and formal assessments. Annual evaluation of language and literacy skills was used to select educational placements, as well as instructional methods, strategies, and materials. Given that Marcy began school at 4 years of age, mute and without expressive language of any form (oral or sign), it may at first appear remarkable that she read narrative and expository text as did her hearing peers by sixth grade, because a substantial body of research shows that most deaf students read at the fourth-grade level by high school graduation (review by Paul, 1998). However, those responsible for Marcy's education prevented reading failure by carefully planning, instituting, and monitoring elements of language and literacy instruction. We present Marcy's progress and instruction by grade level and discuss it within the framework of phases/stages of reading development. We hope that the resulting case study may serve as an example of the language-reading connection, an awareness important not only for the literacy instruction of deaf and language-challenged children but for hearing students as well. 相似文献
19.
Narr RF 《Journal of deaf studies and deaf education》2008,13(3):405-416
Visual phonics, a system of 45 hand and symbol cues that represent the phonemes of spoken English, has been used as a tool in literacy instruction with deaf/hard-of-hearing (DHH) students for over 20 years. Despite years of anecdotal support, there is relatively little published evidence of its impact on reading achievement. This study was designed to examine the relationship between performance on a phonological awareness task, performance on a decoding task, reading ability, and length of time in literacy instruction with visual phonics for 10 DHH kindergarten through Grade 3 students receiving academic instruction with sign-supported English and American Sign Language. Findings indicate that these students were able to use phonological information to make rhyme judgments and to decode; however, no relationship between performance on reading ability and length of time in literacy instruction with visual phonics was found. 相似文献
20.
This research contrasted deaf and hearing students' interpretive knowledge of English sentences containing numeral quantifier phrases and indefinite noun phrases. A multiple-interpretation picture task methodology was used to assess 305 participants' judgments of the compatibility of sentence meanings with depicted discourse contexts. Participants' performance was assessed on the basis of hearing level (deaf, hearing) and grade level (middle school, high school, college). The deaf students were predicted to have differential access to specific sentence interpretations in accordance with the relative derivational complexity of the targeted sentence types. Hypotheses based on the pressures of derivational economy on acquisition were largely supported. The results also revealed that the deaf participants tended to overactivate pragmatic processes that yielded principled, though non-target, sentence interpretations. Collectively, the results not only contribute to the understanding of English acquisition under conditions of restricted access to spoken language input, they also suggest that pragmatic factors may play a broad role in influencing, and compromising, deaf students' reading comprehension and written expression. 相似文献