Spelling, Reading Abilities and Speech Perception in Deaf Children with a Cochlear Implant

Autor/inn/en	Simon, Marie; Fromont, Lauren A.; Le Normand, Marie-Thérèse; Leybaert, Jacqueline
Titel	Spelling, Reading Abilities and Speech Perception in Deaf Children with a Cochlear Implant
Quelle	In: Scientific Studies of Reading, 23 (2019) 6, S.494-508 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2019.1613407
Schlagwörter	Spelling; Reading Ability; Speech; Auditory Perception; Deafness; Assistive Technology; French; Visual Aids; Naming; Word Frequency; Morphology (Languages); Word Recognition; Phoneme Grapheme Correspondence; Error Patterns; Phonology; Elementary School Students; Psycholinguistics; Foreign Countries; Belgium + Suchen Sie Ihr Suchwort? Schreibweise; Reading competence; Lesekompetenz; Speaking; Sprechen; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Gehörlosigkeit; Taubstummheit; Französisch; Anschauungsmaterial; Word analysis; Frequency; Wortanalyse; Häufigkeit; Morphology; Morphologie; Worterkennung; Fehlertyp; Fonologie; Psycholinguistik; Ausland; Belgien
Abstract	This study aims to compare word spelling outcomes for French-speaking deaf children with a cochlear implant (CI) with hearing children who matched for age, level of education and gender. A picture written naming task controlling for word frequency, word length, and phoneme-to-grapheme predictability was designed to analyze spelling productions. A generalized linear mixed model on the percentage of correct spelling revealed an effect of participant's reading abilities, but no effect of hearing status. Word frequency and word length, but not phoneme-to-grapheme predictability, contributed to explaining the spelling variance. Deaf children with a CI made significantly less phonologically plausible errors and more phonologically unacceptable errors when compared to their hearing peers. Age at implantation and speech perception scores were related to deaf children's errors. A good word spelling level can be achieved by deaf children with a CI, who nonetheless use less efficiently the phoneme-to-grapheme strategy than do hearing children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01