Improving Phonological Skills and Reading Comprehension in Deaf Children: A New Multisensory Approach

Autor/inn/en	Daza Gonzalez, María Teresa; Phillips-Silver, Jessica; Maurno, Nahuel Gioiosa; García, Laura Fernández; Ruiz-Castañeda, Pamela
Titel	Improving Phonological Skills and Reading Comprehension in Deaf Children: A New Multisensory Approach
Quelle	In: Scientific Studies of Reading, 27 (2023) 2, S.119-135 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Daza Gonzalez, María Teresa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2022.2095280
Schlagwörter	Multisensory Learning; Phonological Awareness; Reading Skills; Reading Comprehension; Deafness; Students with Disabilities; Children; Program Effectiveness; Syntax; Foreign Countries; Elementary School Students; Spain; Test of Nonverbal Intelligence + Suchen Sie Ihr Suchwort? Sensorische Stimulation; Reading skill; Lesefertigkeit; Leseverstehen; Gehörlosigkeit; Taubstummheit; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Child; Kind; Kinder; Ausland; Spanien
Abstract	Purpose: To explore the effectiveness of a multisensory program integrating visual, kinesthetic, and vibrotactile information to train phonological and syntactic reading abilities in prelingually deaf children between 6 and 10 years of age. Method: We examined whether the multisensory phonological training in combination with syntactic training (MPT+ST) improved phonological and syntactic reading abilities in prelingually deaf children in comparison with a nonmultisensory phonological training in combination with ST (nonMPT+ST). Furthermore, we compared phonological recoding abilities (via pseudohomophone effect) of deaf children who received the MPT+ST training with that of their hearing peers. Finally, we investigated whether the effects observed in deaf children after MPT+ST and nonMPT+ST were retained six months. Results: The MPT+ST improved phonological recoding abilities, both in reading isolated words and in recoding abilities that contributed to improved syntactic processing tasks. After MPT+ST the deaf children's pseudohomophone effect was similar to that of typical hearing children, but this effect was not retained six months after training. Conclusion: The phonological route is mediated by multiple sensory systems and MPT+ST contributes to deaf children's ability to achieve higher reading comprehension by the time they finish primary education; however, sustaining the gains likely requires a longer-term intervention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01