Phonological Coding during Sentence Reading in Chinese Deaf Readers: An Eye-Tracking Study

Autor/inn/en	Yan, Guoli; Lan, Zebo; Meng, Zhu; Wang, Yingchao; Benson, Valerie
Titel	Phonological Coding during Sentence Reading in Chinese Deaf Readers: An Eye-Tracking Study
Quelle	In: Scientific Studies of Reading, 25 (2021) 4, S.287-303 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lan, Zebo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2020.1778000
Schlagwörter	Phonological Awareness; Decoding (Reading); Reading Fluency; Reading Comprehension; Reading Rate; Intelligence Tests; Sentences; Deafness; Students with Disabilities; Middle School Students; Adolescents; Eye Movements; Spelling; Orthographic Symbols; Chinese; Pronunciation; Foreign Countries; China; Raven Progressive Matrices + Suchen Sie Ihr Suchwort? Dekodierung; Leseverstehen; Reading readiness; Reading speed; Lesegeschwindigkeit; Intelligence test; Intelligenztest; Sentence analysis; Satzanalyse; Gehörlosigkeit; Taubstummheit; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Augenbewegung; Schreibweise; China; Chinesen; Aussprache; Ausland
Abstract	Phonological coding plays an important role in reading for hearing students. Experimental findings regarding phonological coding in deaf readers are controversial, and whether deaf readers are able to use phonological coding remains unclear. In the current study we examined whether Chinese deaf students could use phonological coding during sentence reading. Deaf middle school students, chronological age-matched hearing students, and reading ability-matched hearing students had their eye movements recorded as they read sentences containing correctly spelled characters, homophones, or unrelated characters. Both hearing groups had shorter total reading times on homophones than they did on unrelated characters. In contrast, no significant difference was found between homophones and unrelated characters for the deaf students. However, when the deaf group was divided into more-skilled and less-skilled readers according to their scores on reading fluency, the homophone advantage noted for the hearing controls was also observed for the more-skilled deaf students. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01