Orthographic Learning in Children Who Are Deaf or Hard of Hearing
| Autor: | Isabelle Boisvert, Miriam Gunnourie, Anne Castles, Björn Lyxell, Malin Wass, Linda Cupples, Catherine M. McMahon, Louise Martin, Laura Button, Hua Chen Wang, Teresa Y. C. Ching |
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| Rok vydání: | 2019 |
| Předmět: |
Male
Linguistics and Language media_common.quotation_subject education Aptitude Short-term memory 050105 experimental psychology Language and Linguistics Engineering psychology 03 medical and health sciences Speech and Hearing Hearing Aids 0302 clinical medicine Hearing Reading (process) Assistive technology otorhinolaryngologic diseases Humans Learning 0501 psychology and cognitive sciences Cognitive skill Child Hearing Loss Research Articles Language media_common 05 social sciences Orthographic projection Linguistics Cochlear Implantation Spelling Cochlear Implants Memory Short-Term Persons With Hearing Impairments Reading Hearing Impaired Persons Case-Control Studies Female Psychology 030217 neurology & neurosurgery Cognitive psychology |
| Zdroj: | Language, Speech, and Hearing Services in Schools. 50:99-112 |
| ISSN: | 1558-9129 0161-1461 |
| DOI: | 10.1044/2018_lshss-17-0146 |
| Popis: | Purpose The purpose of the current study was to investigate the relationship between orthographic learning and language, reading, and cognitive skills in 9-year-old children who are deaf or hard of hearing (DHH) and to compare their performance to age-matched typically hearing (TH) controls. Method Eighteen children diagnosed with moderate-to-profound hearing loss who use hearing aids and/or cochlear implants participated. Their performance was compared with 35 age-matched controls with typical hearing. Orthographic learning was evaluated using a spelling task and a recognition task. The children were assessed on measures of reading ability, language, working memory, and paired-associate learning. Results On average, the DHH group performed more poorly than the TH controls on the spelling measure of orthographic learning, but not on the recognition measure. For both groups of children, there were significant correlations between orthographic learning and phonological decoding and between visual–verbal paired-associate learning and orthographic learning. Conclusions Although the children who are DHH had lower scores in the spelling test of orthographic learning than their TH peers, measures of their reading ability revealed that they acquired orthographic representations successfully. The results are consistent with the self-teaching hypothesis in suggesting that phonological decoding is important for orthographic learning. |
| Databáze: | OpenAIRE |
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