Differences in Word Processing Skills of Deaf and Hearing Individuals Reading in Different Orthographies

Factors Distinguishing Skilled and Less Skilled Deaf Readers: Evidence From Four Orthographies

“…This conclusion supports research challenging the validity of a strong phonological coding deficit hypothesis in explaining reading failure in the prelingually deaf, due to a failure to find significant positive correlations between phonemic awareness, phonological word decoding skills, and reading comprehension (Hanson & Fowler, 1987;Hanson & McGarr, 1989;Izzo, 2002;Kyle & Harris, 2006;Leybaert & Alegria, 1993;McQuarrie & Parrila, 2009;Miller, 1997Miller, , 2007Miller, , 2010aMiller, , 2010b. Moreover, these findings from the current study supplement research showing that, despite markedly poor phonological processing skills, deaf readers process written words with hearing-comparable efficiency (Kargin et al, 2012;Koo et al, 2008;Miller, 2001Miller, , 2002Miller, , 2004aMiller, , 2004bMiller, , 2005aMiller, , 2005bMiller, , 2006aMiller, , 2006bMiller, , 2010bWauters et al, 2006).…”

“…Regrettably, findings from the present study fail to disclose the exact nature of these factors, although linguistic distance between the spoken and the read language seems to be one potential candidate. More specific analyses currently being conducted on the data, together with findings from data collected with additional paradigms developed within the international reading project of which this study is a part (e.g., Kargin et al, 2012), are likely to provide further insight into the peculiarities in a particular orthography that determine reading proficiency among prelingually deaf individuals.…”

“…Studies have failed to corroborate the existence of a significant positive relationship between phonemic awareness, phonological word decoding skills, and reading comprehension among prelingually deaf readers (Hanson & Fowler, 1987;Hanson & McGarr, 1989;Izzo, 2002;Kyle & Harris, 2006;Leybaert & Alegria, 1993;McQuarrie & Parrila, 2009;Miller, 1997Miller, , 2007Miller, , 2010aMiller, , 2010b. Moreover, there is evidence that deaf readers with rather drastically impoverished phonological processing skills process written words with hearing-comparable efficiency (Kargin et al, 2012;Koo, Crain, LaSasso, & Eden, 2008;Miller, 2001Miller, , 2002Miller, , 2004aMiller, , 2004bMiller, , 2005aMiller, , 2005bMiller, , 2006aMiller, , 2006bMiller, , 2010bMiller & Clark, 2011; see also Wauters et al, 2006). If the ability to process words phonologically indeed determines the efficiency of their processing, deaf readers should have underperformed hearing controls.…”

Desempenho em tarefas de leitura e escrita de alunos surdos do 1º Ciclo do Ensino Básico ao nível do Português L2

“…Em termos de acesso a um ensino especializado, que atenda às especificidades que caracterizam o processo de ensino-aprendizagem de uma criança surda, verificamos que, no caso da amostra em estudo, ocorreu por volta dos cinco anos de idade. A criação das escolas de referências em Portugal para pessoas com deficiência auditiva teve por objetivo proporcionar à comunidade surda o acesso ao ensino bilíngue baseado no modelo de interdependência linguística de Cummings (1989), que postula a existência de uma proficiência transversal a todas as línguas e que permitiria que as competências linguísticas adquiridas em um primeiro idioma (L1) pudessem ser transferidas para a aprendizagem de um segundo idioma (L2), desde que "(...) exista exposição adequada a L2 (na escola ou noutros contextos) e motivação adequada para a aprender " (CUMMINS, 1981, p.29) (KARGIN et al, 2012;KOO et al,2008;MILLER, 2001MILLER, , 2002CLARK, 2011), pondo assim em dúvida a teoria de que um déficit fonológico poderia explicar totalmente as dificuldades de compreensão observada nestes leitores FOWLER, 1987;MCGARR, 1989;HARRIS, 2006;MCQUARRIE;PARRILA, 2009;MILLER, 2007).…”

Morfolojik Farkındalık Becerilerinin Okuma Sürecindeki Rolünün Gelişimsel Bakış Açısıyla İncelenmesi: İşiten ve İşitme Engelli Okuyuculardan Bulgular

“…Researchers who have studied factors associated with reading failure in deaf readers tend to concentrate on their phonological and word processing skills to explain their lack of reading efficiency (Alegria, Leybaert, Charlier and Hage, 1992;Beech and Harris, 1997;Dyer, MacSweeney, Szczerbinski, Green and Campbell, 2003;Harris and Beech, 1995;Kargin et al, 2011;Leybaert, 2000;Miller, 2001Miller, , 2002aMiller, , 2004aMiller, , 2004bMiller, , 2004cMiller, , 2005aMiller, , 2005bMiller, , 2006aMiller, , 2006bMiller, , 2010Nielsen and Luetke-Stahlman, 2002;Padden and Hanson, 2000;Perfetti and Sandak, 2000;Sterne and Goswami, 2000;Transler, Gombert and Leybaert, 2001;Waters and Doehring, 1990;Wauters, Van Bon and Tellings, 2006). Several explanations have been proposed in the literature for why deaf readers have reading skill difficulties.…”