Phonological decoding in severely and profoundly deaf children: Similarity judgment between written pseudowords

2001 ◽  
Vol 22 (1) ◽  
pp. 61-82 ◽  
Author(s):  
C. TRANSLER ◽  
J. E. GOMBERT ◽  
J. LEYBAERT
Keyword(s):  
Word Reading ◽  
Similarity Judgment ◽  
Written Language ◽  
Reading Level ◽  
Deaf Children ◽  
Reading Processes ◽  
Phonological Decoding ◽  
Test Items ◽  
Hearing Children ◽  
Phonological Similarities

This study attempted to determine whether phonological decoding could be observed among severely and profoundly deaf children during reading. For this purpose, the ability of 20 deaf children to detect phonological similarities between three written pseudowords (a model item and two test items) was investigated. In the first condition, one of the test items was a homophone of the model (e.g., kise, kyse, kine). In the second condition, one of the test items had the same first syllable as the model item, as defined by its structure or by nasalization (e.g., lan.jier, lan.du, la.nud). The results demonstrated that deaf children with good speech levels, as well as hearing children matched on word reading level, were sensitive to homophony when visual proximity between the model and test items were controlled. They were also sensitive to syllabic structure when the first syllables were CV and in the nasalization condition. By contrast, deaf children with poor speech abilities did not show this pattern of results in all conditions. The possibility that the latter results could be explained by deaf children's sensitivity to orthographic frequency phenomena is discussed. A link between sensitivity to phonology in written language and speech skills is suggested, and the implications of those results for a general understanding of the reading processes of deaf children are presented.

Affixes and function words in the written language of deaf children

1988 ◽  
Vol 9 (4) ◽  
pp. 385-401 ◽  
Author(s):  
Traute Taeschner ◽  
Antonella Devescovi ◽  
Virginia Volterra
Keyword(s):  
Written Language ◽  
Deaf Children ◽  
Deaf Students ◽  
Function Words ◽  
Developmental Patterns ◽  
Grammatical Aspect ◽  
Written Form ◽  
Hearing Children ◽  
And Function ◽  
Age Range

ABSTRACTThe goal of this article is to investigate whether the acquisition of some morpho-syntactic aspects in Italian deaf adolescents is simply delayed with respect to hearing children, or whether it follows significantly different developmental patterns. Twenty-five deaf students (age range: 11–15 years) and a group of 125 hearing controls (age range: 6–16 years) performed four tests, administered in written form, relative to different grammatical aspects: plurals, articles, and clitic pronouns. Results showed three different patterns of development depending on the grammatical aspect considered. Deaf children compared to hearing controls showed normal development in the pluralization task, delayed development in the pronoun task, and a qualitatively different pattern in the article task.

scholarly journals Orthographic influences, vocabulary development, and phonological awareness in deaf children who use cochlear implants

2009 ◽  
Vol 30 (4) ◽  
pp. 659-684 ◽  
Author(s):  
DEBORAH JAMES ◽  
KAUKAB RAJPUT ◽  
JULIE BRINTON ◽  
USHA GOSWAMI
Keyword(s):  
Phonological Awareness ◽  
Cochlear Implants ◽  
Word Reading ◽  
Reading Level ◽  
Orthographic Knowledge ◽  
Important Predictor ◽  
Phoneme Awareness ◽  
Chronological Age ◽  
Rhyme Awareness ◽  
Hearing Children

ABSTRACTIn the current study, we explore the influence of orthographic knowledge on phonological awareness in children with cochlear implants and compare developmental associations to those found for hearing children matched for word reading level or chronological age. We show an influence of orthographic knowledge on syllable and phoneme awareness in deaf and hearing children, but no orthographic effect on rhyme awareness. Nonorthographic rhyme awareness was a significant predictor of reading outcomes for all groups. However, whereas receptive vocabulary knowledge was the most important predictor of word reading variance in the cochlear implant group, rhyme awareness was the only important predictor of word reading variance in the reading level matched hearing group. Both vocabulary and rhyme awareness were equally important in predicting reading in the chronological age-matched hearing group. The data suggest that both deaf and hearing children are influenced by orthography when making phonological judgments, and that phonological awareness and vocabulary are both important for reading development.

Psycholinguistics: Application • The Writing System as a Native Language for the Deaf

1984 ◽  
Vol 5 ◽  
pp. 35-43
Author(s):  
Danny D. Steinberg
Keyword(s):  
Native Language ◽  
First Language ◽  
Written Language ◽  
Hearing Impaired ◽  
Deaf Children ◽  
Writing System ◽  
Speech Sounds ◽  
Hearing Children ◽  
Mental Objects

Language can be acquired by means of the writing system, directly, without the medium of either speech or sign. Deaf children can acquire written language through an association of written forms with environ- mental objects and events, just as hearing children acquire language through an association of speech sounds with environmental experiences. This article considers in detail the rationale which underlies using written language as a native or first language for children who are severely or profoundly hearing-impaired. A perspective in terms of historical and current ideas concerning such theory, including the views of Alexander Graham Bell, is provided.

Psychosocial Development of Hard-of-Hearing Preschool Children

2018 ◽  
Author(s):  
Nina Jakhelln Laugen
Keyword(s):  
Early Intervention ◽  
Psychosocial Development ◽  
Hard Of Hearing ◽  
Current Knowledge ◽  
Deaf Child ◽  
Deaf Children ◽  
Child Research ◽  
Universal Newborn Hearing Screening ◽  
Newborn Hearing ◽  
Hearing Children

In some respects, hard-of-hearing children experience the same difficulties as deaf children, whereas other challenges might be easier or more difficult to handle for the hard-of-hearing child than it would be for the deaf child. Research has revealed great variability in the language, academic, and psychosocial outcomes of hard-of-hearing children. Universal newborn hearing screening enables early identification and intervention for this group, which traditionally has been diagnosed rather late; however, best practices regarding the scope and content of early intervention have not yet been sufficiently described for hard-of-hearing children. This chapter summarizes the current knowledge concerning psychosocial development in hard-of-hearing children. Risk and protective factors, and their implications for early intervention, are discussed with a special emphasis on preschoolers.

scholarly journals Multisensory Spatial Attention Deficits Are Predictive of Phonological Decoding Skills in Developmental Dyslexia

2010 ◽  
Vol 22 (5) ◽  
pp. 1011-1025 ◽  
Author(s):  
Andrea Facoetti ◽  
Anna Noemi Trussardi ◽  
Milena Ruffino ◽  
Maria Luisa Lorusso ◽  
Carmen Cattaneo ◽  
...  
Keyword(s):  
Spatial Attention ◽  
Developmental Dyslexia ◽  
Time Course ◽  
Reading Performance ◽  
Reading Level ◽  
Decoding Skills ◽  
Attentional Processing ◽  
Phonological Decoding ◽  
Decoding Accuracy ◽  
Deficit Theory

Although the dominant approach posits that developmental dyslexia arises from deficits in systems that are exclusively linguistic in nature (i.e., phonological deficit theory), dyslexics show a variety of lower level deficits in sensory and attentional processing. Although their link to the reading disorder remains contentious, recent empirical and computational studies suggest that spatial attention plays an important role in phonological decoding. The present behavioral study investigated exogenous spatial attention in dyslexic children and matched controls by measuring RTs to visual and auditory stimuli in cued-detection tasks. Dyslexics with poor nonword decoding accuracy showed a slower time course of visual and auditory (multisensory) spatial attention compared with both chronological age and reading level controls as well as compared with dyslexics with slow but accurate nonword decoding. Individual differences in the time course of multisensory spatial attention accounted for 31% of unique variance in the nonword reading performance of the entire dyslexic sample after controlling for age, IQ, and phonological skills. The present study suggests that multisensory “sluggish attention shifting”—related to a temporoparietal dysfunction—selectively impairs the sublexical mechanisms that are critical for reading development. These findings may offer a new approach for early identification and remediation of developmental dyslexia.

scholarly journals Talker Discrimination by Prelingually Deaf Children with Cochlear Implants: Preliminary Results

2002 ◽  
Vol 111 (5_suppl) ◽  
pp. 113-118 ◽  
Author(s):  
Miranda Cleary ◽  
David B. Pisoni
Keyword(s):  
Cochlear Implants ◽  
Deaf Children ◽  
School Age Children ◽  
School Age ◽  
Sentence Condition ◽  
Language Outcome ◽  
The Mean ◽  
Hearing Children ◽  
Proportion Correct ◽  
Linguistic Content

Forty-four school-age children who had used a multichannel cochlear implant (CI) for at least 4 years were tested to assess their ability to discriminate differences between recorded pairs of female voices uttering sentences. Children were asked to respond “same voice” or “different voice” on each trial. Two conditions were examined. In one condition, the linguistic content of the sentence was always held constant and only the talker's voice varied from trial to trial. In another condition, the linguistic content of the utterance also varied so that to correctly respond “same voice,” the child needed to recognize that Two different sentences were spoken by the same talker. Data from normal-hearing children were used to establish that these tasks were well within the capabilities of children without hearing impairment. For the children with CIs, in the “fixed sentence condition” the mean proportion correct was 68%, which, although significantly different from the 50% score expected by chance, suggests that the children with CIs found this discrimination task rather difficult. In the “varied sentence condition,” however, the mean proportion correct was only 57%, indicating that the children were essentially unable to recognize an unfamiliar talker's voice when the linguistic content of the paired sentences differed. Correlations with other speech and language outcome measures are also reported.

scholarly journals Well-being, Opportunity, and Selecting for Disability

2018 ◽  
Vol 14 (1) ◽  
Author(s):  
Andrew Schroeder
Keyword(s):  
Well Being ◽  
Deaf Children ◽  
Disabled Children ◽  
Alternative Analysis ◽  
Opportunity Sets ◽  
Hearing Children ◽  
The Impact ◽  
The Relationship

In this paper I look at the much-discussed case of disabled parents seeking to conceive (or “selecting for”) disabled children.  I argue that the permissibility of selecting for disability does not depend on the precise impact the disability will have on the child’s wellbeing.  I then turn to an alternative analysis, which argues that the permissibility of selecting for disability depends on the impact that disability will have on the child’s future opportunities.  Nearly all bioethicists who have approached the issue in this way have argued that disabilities like deafness unacceptably constrain a child’s opportunities.  I argue, however, that this conclusion is premature for several reasons.  Most importantly, we don’t have a good way of comparing opportunity sets.  Thus, we can’t conclude that deaf children will grow up to have a constrained set of opportunities relative to hearing children.  I conclude by suggesting that bioethicists and philosophers of disability need to spend more time thinking carefully about the relationship between disability and opportunity.  

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