Morphological Processing and Learning to Read: The Case of Deaf Children

2014 ◽  
Vol 16 (4) ◽  
pp. 185-203
Author(s):  
Rachel Berthiaume ◽  
Daniel Daigle
Keyword(s):  
Morphological Processing ◽  
Deaf Children ◽  
Learning To Read

scholarly journals Morphological sensitivity in deaf readers of Dutch

2011 ◽  
Vol 32 (3) ◽  
pp. 619-634 ◽  
Author(s):  
ANNE H. VAN HOOGMOED ◽  
LUDO VERHOEVEN ◽  
ROBERT SCHREUDER ◽  
HARRY KNOORS
Keyword(s):  
Reading Comprehension ◽  
Cochlear Implant ◽  
Reading Instruction ◽  
Morphological Processing ◽  
Deaf Children ◽  
Deaf Readers ◽  
Hearing Children

ABSTRACTDeaf children experience difficulties with reading comprehension. These difficulties are not completely explained by their difficulties with the reading of single short words. Whether deaf children and adults lag behind in the morphological processing of longer words is therefore examined in two experiments in which the processing of prefixes by deaf versus hearing children and deaf versus hearing adults is compared. The results show that the deaf children use morphological processing but to a lesser extent than hearing children. No differences appeared between the deaf and hearing adults. Differences between deaf children with and without a cochlear implant were examined, but no firm conclusions could be drawn. The implications of the results for the reading instruction of deaf children are discussed.

scholarly journals KEMAMPUAN MEMBACA PERMULAAN ANAK TUNARUNGU USIA DINI

2018 ◽  
Vol 13 (2) ◽  
pp. 83-90
Author(s):  
Murni Winarsih
Keyword(s):  
Hearing Impairment ◽  
Reading Ability ◽  
Reading Programs ◽  
Deaf Children ◽  
Special School ◽  
Hearing Impairments ◽  
Learning To Read ◽  
Childhood Education ◽  
Hearing Difficulties

The purpose of this article is to provide an overview of the ability to read early for children with hearing impairment in Extraordinary Kindergarten in DKI Jakarta. This research is motivated by the limitations of the language possessed by children with hearing impairment due to hearing difficulties they experience. Due to hearing impairments, children with hearing impairment does not experience the acquisition of language, so they experience various problems, one of which is learning to read. Characteristically children with hearing impairment use the visual senses in learning to read the beginning. Reading the beginning for deaf children begins with the process of identifying words through images and writing in the form of visualization. The research method used is a case study. This research was conducted at Pangudi Luhur Special School in March-April 2017. Based on the results of the research, the reading ability of children with hearing impairment is still low and the ability of nouns dominates in reading the beginning, so it needs to be optimized using special media specifically designed to read the beginning.    References Allen, K. E., & Cowdery, G. E. (2009). The exceptional child: Inclusion in early childhood education. Clifton Park, NY: Thomson Delmar Learning. Bunawan, L., & Yuwati, C.S. (2007). Pemerolehan bahasa tunarungu. Jakarta: Yayasan Santirama. Chard, D. J., & Osborn, J. (2012). Phonics and word recognition instruction in early reading programs: Guideslines for accessibility. Diakses dari http://www.readingrockets.org/article/phonics-andword-recognition¬instruction-early-readingprograms-guidelines-accessibillity pada tanggal 24 Maret 2017  Choate, et all. (1992). Curriculum-bases assessment and programing. USA: Allyn and Bacon.  Endaswara, S. (2012). Metodologi penelitian kebudayaan. Yogyakarta: Gadjahmada University Press.  Santrock, J.W. (2008). Psikologi pendidikan. Jakarta: Kencana.  Tjoe, J.L. (2013). Peningkatan kemampuan membaca permulaan melalui pemanfaatan multimedia. Jurnal Pendidikan Usia Dini, 7(1), 17-48. https://media.neliti.com/media/publications/118623-ID-peningkatankemampuan-membaca-permulaan.pdf Widuri, A. (2010). Kemampuan membaca pada anak tuna rungu di SLB-B Karnnamanohara Yogyakarta. Jurnal Mutiara Medika, 10(1), 29-36. http://journal.umy.ac.id/index.php/mm/article/view/1558 Winarsih, M. (2007). Intervensi dini bagi anak tunarungu dalam pemerolehan bahasa. Jakarta: Depdiknas Dirjen Dikti. Winarsih, M. (2017). Membaca ideovisual untuk siswa tunarungu. Jurnal Perspektif Ilmu Pendidikan, 31(2), 130-133. doi: https://doi.org/10.21009/PIP.312.8

Competences in Polish sign language and the ability to understand read text in G students / deaf students

2020 ◽  
Vol LXXXI (3) ◽  
pp. 165-174
Author(s):  
Justyna Kotowicz
Keyword(s):  
American Sign Language ◽  
Sign Language ◽  
Primary Schools ◽  
Deaf Children ◽  
Deaf Students ◽  
Sign Languages ◽  
Learning To Read ◽  
Scientific Analysis ◽  
Level Of Understanding ◽  
The Relationship

Research to date indicates a relationship between reading skills and sign language competences in G people / deaf people. These data, however, only apply to sign languages that have undergone extensive scientific analysis (e.g. American Sign Language). Currently, there are no scientific reports in Poland regarding competences in sign language and in reading in G students / deaf students. For this reason, the present study analyses the relationship between Polish Sign Language (PSL) and understanding of the text read in written Polish. The study involved 52 G students / deaf students with prelingual hearing loss in severe or profound grades I-VI in special primary schools for deaf children and adolescents. Competences at PSL were measured using the Polish Sign Language Grammar Comprehension Test, and comprehension of the text read was tested using the Reading test by Maria Grzywak-Kaczyńska. Hierarchical analysis of multivariate regression showed that competences in PSL are a variable explaining the level of understanding of the read text (in the model the first explanatory the variable was age). Therefore, it has been demonstrated that competences in PSL are relevant to learning to read in Polish among G students / deaf students. The results obtained are important for surdopedagogical practice: they draw attention to the need to improve competences in sign language and to use sign language in the process of learning to read and develop this skill.

scholarly journals Morphological processing in reading acquisition: A cross-linguistic perspective

2011 ◽  
Vol 32 (3) ◽  
pp. 457-466 ◽  
Author(s):  
LUDO VERHOEVEN ◽  
CHARLES A. PERFETTI
Keyword(s):  
Word Identification ◽  
Morphological Processing ◽  
Word Decoding ◽  
Decoding Skills ◽  
Reading Levels ◽  
Learning To Read ◽  
New Information ◽  
Skilled Reading ◽  
Children First ◽  
Mental Resources

Word identification, which is the retrieval of the linguistic constituents (phonological, semantic) of a word, plays a central role in children's reading development. This development includes the automatization of word decoding and the attainment of fluent reading levels, both essential for skilled reading with comprehension (Perfetti, 1992; Stanovich, 2000; Verhoeven & van Leeuwe, 2009). In learning to read, children first acquire elementary decoding skills, and then gradually apply these skills with greater accuracy and speed, leading to an increasingly automated process of that recognizes multiletter units (consonant clusters, syllables, and morphemes) and whole words (Ehri, 2005). Automatic word recognition enables the devotion of mental resources to the meaning of a text and thus allows readers to use reading as a tool for the acquisition of new information and knowledge (Perfetti, 1998; Stanovich, 2000).

Equivalent Noise Dose Obtained Through Hearing Aids in the Classrooms of Hearing-Impaired Children

1990 ◽  
Vol 21 (3) ◽  
pp. 147-150
Author(s):  
Ronald A. Wilde
Keyword(s):  
Hearing Aids ◽  
High Gain ◽  
Hearing Impaired ◽  
Deaf Children ◽  
Impaired Children ◽  
Very High ◽  
Hearing Impaired Children

A commercial noise dose meter was used to estimate the equivalent noise dose received through high-gain hearing aids worn in a school for deaf children. There were no significant differences among nominal SSPL settings and all SSPL settings produced very high equivalent noise doses, although these are within the parameters of previous projections.

Addressing African American English in Early Literacy Assessment and Instruction

2008 ◽  
Vol 15 (2) ◽  
pp. 54-61 ◽  
Author(s):  
Nicole Patton Terry
Keyword(s):  
African American ◽  
Early Literacy ◽  
American English ◽  
Critical Role ◽  
Literacy Skills ◽  
African American English ◽  
Literacy Assessment ◽  
Learning To Read ◽  
Speech Language Pathologist ◽  
Early Literacy Assessment

Abstract Determining how best to address young children's African American English use in formal literacy assessment and instruction is a challenge. Evidence is not yet available to discern which theory best accounts for the relation between AAE use and literacy skills or to delineate which dialect-informed educational practices are most effective for children in preschool and the primary grades. Nonetheless, consistent observations of an educationally significant relation between AAE use and various early literacy skills suggest that dialect variation should be considered in assessment and instruction practices involving children who are learning to read and write. The speech-language pathologist can play a critical role in instituting such practices in schools.

Evaluation of Special Hearing Aids for Deaf Children

1971 ◽  
Vol 36 (4) ◽  
pp. 527-537 ◽  
Author(s):  
Norman P. Erber
Keyword(s):  
Hearing Aids ◽  
High Frequency ◽  
Hearing Aid ◽  
Low Frequency ◽  
Acoustic Stimulation ◽  
Deaf Children ◽  
Frequency Range ◽  
Frequency Limit ◽  
Unpublished Studies ◽  
Published Research

Two types of special hearing aid have been developed recently to improve the reception of speech by profoundly deaf children. In a different way, each special system provides greater low-frequency acoustic stimulation to deaf ears than does a conventional hearing aid. One of the devices extends the low-frequency limit of amplification; the other shifts high-frequency energy to a lower frequency range. In general, previous evaluations of these special hearing aids have obtained inconsistent or inconclusive results. This paper reviews most of the published research on the use of special hearing aids by deaf children, summarizes several unpublished studies, and suggests a set of guidelines for future evaluations of special and conventional amplification systems.

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