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| Autor/inn/en | Domínguez, Ana-Belén; Carrillo, María-Soledad; González, Virginia; Alegria, Jesús |
|---|---|
| Titel | How Do Deaf Children with and without Cochlear Implants Manage to Read Sentences: The Key Word Strategy |
| Quelle | In: Journal of Deaf Studies and Deaf Education, 21 (2016) 3, S.280-292 (13 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1081-4159 |
| DOI | 10.1093/deafed/enw026 |
| Schlagwörter | Deafness; Assistive Technology; Vocabulary; Syntax; Reading Ability; Reading Strategies; Hearing Impairments; Age Differences; Comparative Analysis; Children |
| Abstract | The aim of this study is to examine the mechanisms used by deaf children with and without cochlear implants (CIs) to read sentences and the linguistic bases (vocabulary and syntax) underlying those reading mechanisms. Previous studies have shown that deaf persons read sentences using the key word strategy (KWS), which consists of identifying some frequent content words and ignoring the function words. The present results show that deaf children, including those wearing CIs from an early age, do use the KWS. It is also shown that this tendency is related with a linguistic deficiency, especially with a poor ability to deal with function words. Furthermore, the age of implantation, and the degree of hearing loss for children without CIs, plays an important role in using the KWS. Some pedagogical consequences of this situation are considered. (As Provided). |
| Anmerkungen | Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://jdsde.oxfordjournals.org/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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