Relation between deaf children's phonological skills in kindergarten and word recognition performance in first grade

Colin, Stéphanie; Magnan, Annie; Écalle, Jean; Leybaert, Jacqueline

doi:10.1111/j.1469-7610.2006.01700.x

Cited by 113 publications

(83 citation statements)

References 29 publications

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“…The best method of exploring the importance of reading-related skills for reading is through longitudinal studies (e.g. Colin et al, 2007;Harris & Beech, 1997;Kyle & Harris, 2010;. These are superior to cross-sectional, correlational studies as they show the direction of the relationship between skills and can determine whether the predictors of reading ability change with increasing levels of proficiency.…”

Section: Methodologies Used To Investigate Reading-related Skillsmentioning

confidence: 99%

“…There are many different experimental tasks that have been used to measure phonological awareness, most of which require a judgment of rhyme similarity (e.g. Campbell & Wright, 1988;Colin et al, 2007;Harris & Beech, 1997). It is important to use picture based tasks when assessing phonological awareness in deaf individuals, especially those who sign, as the usual oral testing format is inappropriate.…”

Section: Methodologies Used To Investigate Reading-related Skillsmentioning

confidence: 99%

“…Likewise, whilst some studies find a relationship between performance on a phonological awareness task and reading in deaf individuals (e.g. Colin, Magnan, Ecalle & Leybaert, 2007;Dyer, MacSweeney, Szczerbinski & Green, 2003;Harris & Beech, 1998), most do not (e.g. Hanson & Fowler, 1987;Kyle & Harris, 2006;Leybaert & Alegria, 1993).…”

Section: Deaf Children's Use Of Phonology During Readingmentioning

confidence: 99%

See 2 more Smart Citations

Research Methods in Studying Reading and Literacy Development in Deaf Children Who Sign

Kyle¹

2015

Research Methods in Sign Language Studies

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Section: Methodologies Used To Investigate Reading-related Skillsmentioning

confidence: 99%

Section: Methodologies Used To Investigate Reading-related Skillsmentioning

confidence: 99%

Section: Deaf Children's Use Of Phonology During Readingmentioning

confidence: 99%

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Research Methods in Studying Reading and Literacy Development in Deaf Children Who Sign

Kyle¹

2015

Research Methods in Sign Language Studies

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“…Regardless of the difficulties in the development and acquisition of reading for deaf individuals and the role of phonology in this process, there are deaf adults who have achieved a high level of reading, equivalent to hearing peers. While most previous research has focused on the difficulties of deaf readers in relation to phonological processing (Colin, Magnan, Ecalle, & Leybaert, 2007;Kelly & Barac-Cikoja, 2007), in the present study we adopt a different perspective by focusing on deaf highly skilled readers and investigating their use of phonological and orthographic codes during reading in comparison to hearing readers.…”

Section: Introductionmentioning

confidence: 99%

Phonological and orthographic coding in deaf skilled readers

2017

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“…Phonological processing skills influence reading development in hearing children (Melby-Lervåg, Lyster, & Hulme, 2012;National Institute for Literacy, 2008;Wagner & Torgesen, 1987). In particular, sensitivity to sub-lexical structure, or phonological awareness (PA), is related to word reading in hearing children and DHH children who primarily use speech (e.g., Colin, Magnan, Ecalle, & Leybaert, 2007). PA has been suggested to reveal efficient access to phonological representations (e.g., Wagner & Torgesen, 1987), and may thus reflect a domain general processing mechanism (c.f., MacSweeney, Waters, Brammer, Woll, & Goswami, 2008) that is important for reading development in all children.…”

Section: Sign Language Skills and Learning To Read Wordsmentioning

confidence: 99%

Signs for Developing Reading : Sign Language and Reading Development in Deaf and Hard-of-Hearing Children

Holmer¹

2016

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Reading development is supported by strong language skills, not least in deaf and hard-of-hearing (DHH) children. Regional Special Needs Schools (RSNS) in Sweden have a bilingual curriculum, that is, DHH pupils at these schools learn Swedish Sign Language and written and/or spoken Swedish. The work in the present thesis investigates reading development in DHH children who attend these schools and who are learning to read. The primary aim of the present work was to investigate whether the reading skills of DHH signing children can be improved via computerized sign language based literacy training aimed at strengthening the connections between sign language and written language. Another aim was to investigate concurrent and longitudinal associations between skills in reading, sign language, and cognition in this population. The results indicate that sign language skills support developing reading skills in RSNS pupils (Paper I and Paper IV). In particular, sign language based literacy training appears to support development of word reading (Paper IV). In addition, awareness of the sublexical structure of sign language seems to assist word reading (Paper I). Interestingly, the ability to imitate manual gestures was related to reading skills. More specifically, precision of imitation of unfamiliar signs was associated with development of word reading (Paper IV) and precision of imitation of familiar signs, i.e., vocabulary, seemed to be associated with developing reading comprehension (Paper IV). Results also suggest that working memory and Theory of Mind (ToM) are related to reading comprehension in RSNS pupils (Paper III). In addition to these findings relating to reading development, results also suggest that sign language experience enhance the establishment of representations of manual gestures (Paper II), and that progression in ToM seem to be typical, although delayed, in RSNS pupils who are learning to read (Paper III). Taken together, the associations revealed between sign language skills and reading development support the notion that sign language skills may provide a foundation for promotion of reading skills in DHH signing children. Thus, interventions that support development of sign-based representations and their manipulation and use in written language processing, may improve reading skills in this population. To account for the present findings, a model of written language processing is proposed. Working memory has a central role in integrating environmental stimuli and language-mediated representations, and thereby provides a platform for cross-modal language processing and multimodal language development. SammanfattningEn god språklig förmåga bidrar till god läsutveckling, inte minst hos döva och hörselskadade barn. Specialpedagogiska skolmyndighetens specialskolor för döva och hörselskadade (D/H) barn har en tvåspråkig läroplan som innebär att elever på dessa skolor lär sig både svenskt teckenspråk och skriven och/eller talad svenska. De fyra arbeten som ingår i avhandlingen undersöker l...

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Relation between deaf children's phonological skills in kindergarten and word recognition performance in first grade

Cited by 113 publications

References 29 publications

Research Methods in Studying Reading and Literacy Development in Deaf Children Who Sign

Research Methods in Studying Reading and Literacy Development in Deaf Children Who Sign

Phonological and orthographic coding in deaf skilled readers

Signs for Developing Reading : Sign Language and Reading Development in Deaf and Hard-of-Hearing Children

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