Background/Aim. Speech motor mechanisms play a crucial role in the process of
demutization, due to the fact that they cover all the elements of the
successive development of spech production movements leading to speech
formation (socalled kinesthesia in speach). The aim of this study was to
estimate the impact of perceptual motor actions on the cognitive process of
reading in 130 students in regular schools and schools for the deaf and
hard-of-hearing children in the Republic of Serbia. Methods. Kostic and
Vladisavljevic test consisted of the ten levels weight was used for the
assessment of reading speed. To assess understanding of text read by verbal
responses, we used three-dimensional adapted reading test of Helene Sax.
Results. The triage-articulation test for assessing reading speed (Kostic and
Vladisavljevic?s test according to the weight of ten levels, revealed that
students in regular schools statistically significantly faster read texts as
compared to the deaf students. The results of the threedimensional adapted
reading test of Helena Sax, show that the words learned by deaf children
exist in isolation in their mind, ie, if there is no standard of acoustic
performance for graphic image, in deaf child every word, printed or written,
is just the sum of letters without meaning. Conclusion. There is a
significant difference in text reading speed and its understanding among the
children who hear and the deaf and hard of-hearing children. It is essential
that in deaf and heard-of hearing children education, apart from the
development of speech, parallelly use the concept of semantic processing in
order to get each word by the fullness of its content and the possibility of
expanding its meaning in a variety of assets.
Semantic Processing in Deaf and Hard-of-Hearing Children: Large N400 Mismatch Effects in Brain Responses, Despite Poor Semantic Ability
