Orthographic Learning in Children Who Are Deaf or Hard of Hearing

Autor/inn/en	Wass, Malin; Ching, Teresa Y. C.; Cupples, Linda; Wang, Hua-Chen; Lyxell, Björn; Martin, Louise; Button, Laura; Gunnourie, Miriam; Boisvert, Isabelle; McMahon, Catherine; Castles, Anne
Titel	Orthographic Learning in Children Who Are Deaf or Hard of Hearing
Quelle	In: Language, Speech, and Hearing Services in Schools, 50 (2019) 1, S.99-112 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
Schlagwörter	Deafness; Hearing Impairments; Children; Spelling; Reading Ability; Language Skills; Short Term Memory; Paired Associate Learning; Decoding (Reading); Assistive Technology + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Child; Kind; Kinder; Schreibweise; Reading competence; Lesekompetenz; Language skill; Sprachkompetenz; Kurzzeitgedächtnis; Dekodierung
Abstract	Purpose: The purpose of the current study was to investigate the relationship between orthographic learning and language, reading, and cognitive skills in 9-year-old children who are deaf or hard of hearing (DHH) and to compare their performance to age-matched typically hearing (TH) controls. Method: Eighteen children diagnosed with moderate-to-profound hearing loss who use hearing aids and/or cochlear implants participated. Their performance was compared with 35 age-matched controls with typical hearing. Orthographic learning was evaluated using a spelling task and a recognition task. The children were assessed on measures of reading ability, language, working memory, and paired-associate learning. Results: On average, the DHH group performed more poorly than the TH controls on the spelling measure of orthographic learning, but not on the recognition measure. For both groups of children, there were significant correlations between orthographic learning and phonological decoding and between visual-verbal paired-associate learning and orthographic learning. Conclusions: Although the children who are DHH had lower scores in the spelling test of orthographic learning than their TH peers, measures of their reading ability revealed that they acquired orthographic representations successfully. The results are consistent with the self-teaching hypothesis in suggesting that phonological decoding is important for orthographic learning. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01