Reading Optimally Builds on Spoken Language
Implications for Deaf Readers
Dados Bibliográficos
| ID | 16768652 |
|---|---|
| Autores | Charles Perfetti (0000-0002-0211-8518, University of Pittsburgh, autor correspondente), C A Perfetti |
| Ano | 2000 |
| Volume | 5 |
| Fascículo | 1 |
| Páginas | 32-50 |
| Data de publicação | 2000-01-01 |
| Peer Reviewed | Sim |
| Open Access | Não |
| Tipo | ARTICLE |
| Periódico | The Journal of Deaf Studies and Deaf Education (JOURNAL) |
| Identificadores do periódico | ISSN: 1081-4159 • E-ISSN: 1465-7325 |
| Editora | Oxford University Press (PUBLISHER • GB) |
| DOI | 10.1093/deafed/5.1.32 |
| PMID | 15454516 |
| OpenAlex | W2130776005 |
| Idioma | EN |
| Citações recebidas | 56 |
| Referências citadas | 4 |
Reading is not merely "language by eye." Rather, it builds fundamentally on primary language processes. For hearing readers, this means that spoken language processes, including phonological processes, are critical to high achievement in reading. We examine the implications of this fact for deaf readers by considering the relationship between language and reading and by reviewing the research on the use of phonology by deaf readers. The research, although mixed in its results, suggests that the use of phonology is associated with higher levels of reading skill among deaf readers. We examine related questions, including the additional semantic and visual strategies available to deaf readers, how some deaf readers gain access to the spoken structure of language, and implications for how to improve reading achievement.
Linguistics · Phonological awareness · Phonology · Reading (process) · Spoken language · Hearing Impairment and Communication · Psychology · Reading and Literacy Development · Tactile and Sensory Interactions
Language and literacy development of deaf and hard-of-hearing children
Reading and Deafness
The Efficacy of Utilizing a Phonics Treatment Package with Middle School Deaf and Hard-of-Hearing Students
The Role of Spoken and Sign Languages in the Retention of Written Words by Prelingually Deafened Native Signers
What the Processing of Real Words and Pseudohomophones Can Tell Us about the Development of Orthographic Knowledge in Prelingually Deafened Individuals
The Signed Reading Fluency of Students Who Are Deaf/Hard of Hearing
The Importance of Processing Automaticity and Temporary Storage Capacity to the Differences in Comprehension Between Skilled and Less Skilled College-Age Deaf Readers
Reading across writing systems
Functional abilities of children as factors of school achievement
Processing of onomatopoeia by hearing-reduced students in sentence context
The impact of visual cues during visual word recognition in deaf readers
Language development in deaf bilinguals
Sign phonological parameters modulate parafoveal preview effects in deaf readers
Automaticity of lexical access in deaf and hearing bilinguals
Determinants of spelling proficiency in hearing and deaf graduate students
Educación Pictórica como Alternativa a la Comunicación en Niños Sordos
Cross-modal bilingualism
Literacies in contact
Modeling Reading Vocabulary Learning in Deaf Children in Bilingual Education Programs
Contribution of Lexical Quality and Sign Language Variables to Reading Comprehension
How Do Deaf Children With and Without Cochlear Implants Manage to Read Sentences
Phonological Awareness, Reading Skills, and Vocabulary Knowledge in Children Who Use Cochlear Implants
Processing Orthographic Structure
Reading Efficiency of Deaf and Hearing People in Spanish
The Nature and Efficiency of the Word Reading Strategies of Orally Raised Deaf Students
Deaf Students' Receptive and Expressive American Sign Language Skills
Contribution of Linguistic Skills to Word Reading in DHH Students
Age of cochlear implantation and ASL skill impact literacy development
Computer-Based Exercises for Learning to Read and Spell by Deaf Children
Deaf Native Signers Are Better Readers Than Nonnative Signers
Morpho-Syntactic Reading Comprehension in Children With Early and Late Cochlear Implants
A Comparison of the Letter-Processing Skills of Hearing and Deaf Readers
Achievement, Language, and Technology Use Among College-Bound Deaf Learners
Evaluating the Structure of Early English Literacy Skills in Deaf and Hard-of-Hearing Children
Fingerspelling as a pathway to deaf children’s reading
Factors Distinguishing Skilled and Less Skilled Deaf Readers
A Dual-Route Cascaded Model of Reading by Deaf Adults
Grapheme-Phoneme Acquisition of Deaf Preschoolers
Reading Comprehension of Deaf Children With Cochlear Implants
Reading Mechanisms in Orally Educated Deaf Adults
Variation in second-grade reading in children who are deaf and hard-of-hearing
Facilitating Vocabulary Acquisition of Children With Cochlear Implants Using Electronic Storybooks
Morphological Awareness and DHH Students’ Reading-Related Abilities
Phonological Representations in Deaf Children
Literacy Outcomes in Deaf Students with Cochlear Implants
Relationship Between Vocabulary Knowledge and Reading Comprehension in Deaf and Hard of Hearing Students
Reading Achievement of Deaf Students
Developing Reading Skills in Prelingually Deaf Preschool Children
Avoiding the deaf penalty
Disentangling Linguistic Modality Effects in Semantic Processing
Predictors of Early Reading Skill in 5-Year-Old Children With Hearing Loss Who Use Spoken Language
The effects of orthographic depth on learning to read alphabetic, syllabic, and logographic scripts
Factors Affecting the Writing Performance in Hearing and Deaf Children
Predictors of Word and Text Reading Fluency of Deaf Children in Bilingual Deaf Education Programmes
Processing Unpointed Hebrew
The neurocognitive basis of skilled reading in prelingually and profoundly deaf adults
| Obras citantes distintas | 56 |
|---|---|
| Citações por ano | 2,43 |
| Intervalo de citações | 2003 - 2025 (23) |
| Velocidade de citação | recent |
| Altamente citado | Não |
| Tipos de citação | Neutras: 55 |