What the Processing of Real Words and Pseudohomophones Can Tell Us about the Development of Orthographic Knowledge in Prelingually Deafened Individuals
Bibliographic Data
| ID | 15017191 |
|---|---|
| Authors | Paul Miller (0000-0002-7934-8119, University of Haifa, corresponding author) |
| Year | 2005 |
| Volume | 11 |
| Issue | 1 |
| Pages | 21-38 |
| Publication date | 2005-10-12 |
| Open Access | No |
| Type | ARTICLE |
| Venue | The Journal of Deaf Studies and Deaf Education (JOURNAL) |
| Journal identifiers | ISSN: 1081-4159 • E-ISSN: 1465-7325 |
| Publisher | Oxford University Press (PUBLISHER • GB) |
| DOI | 10.1093/deafed/enj001 |
| PMID | 16177268 |
| OpenAlex | W2107198546 |
| Language | EN |
| Citations received | 11 |
| References cited | 12 |
This study represents an attempt to determine the nature and efficiency of the strategies used by prelingually deafened individuals for the recognition of written words with reference to an orthographic self-teaching concept (D. L. Share, 1995). A research paradigm asking the participants to make categorical judgments for real words and pseudohomophones of the real words was used for gathering the data. Participants were prelingually deafened, native signers (n = 11, age = 14.18) and a hearing control group (n = 25, age = 15.00). In general, findings suggest that, although the participants with deafness were very impaired in their phonological decoding abilities, their efficiency in recognizing and categorizing written words was similar to that of their hearing counterparts. This suggests that they must have developed strategies for the acquisition of orthographic knowledge that do not rely on phonology.
Age of Acquisition · Audiology · Categorical variable · Cognition · Cognitive psychology · Linguistics · Orthographic projection · Phonetics · Phonology · Speech recognition · Artificial Intelligence · Computer Science · Hearing Impairment and Communication · Neurobiology of Language and Bilingualism · Psychology · Reading and Literacy Development
Inclusive mixed-methods research design with deaf and hard-of-hearing participants
Modeling Reading Vocabulary Learning in Deaf Children in Bilingual Education Programs
What Really Matters in the Early Literacy Development of Deaf Children
Masked ERP repetition priming in deaf and hearing readers
The Nature and Efficiency of the Word Reading Strategies of Orally Raised Deaf Students
A Comparison of the Letter-Processing Skills of Hearing and Deaf Readers
Teachers' Perceptions of Promoting Sign Language Phonological Awareness in an ASL/English Bilingual Program
Factors Distinguishing Skilled and Less Skilled Deaf Readers
Avoiding unintended consequences
Reading Achievement in Relation to Phonological Coding and Awareness in Deaf Readers
Developing Reading Skills in Prelingually Deaf Preschool Children
Reading Optimally Builds on Spoken Language
Rhyme Generation in Deaf Students
Deaf Children's Use of Phonological Coding
Do deaf children use phonological syllables as reading units
Deaf children's spelling
Communication Mode and the Processing of Printed Words
The Importance of Processing Automaticity and Temporary Storage Capacity to the Differences in Comprehension Between Skilled and Less Skilled College-Age Deaf Readers
Implicit Phonological Awareness and Early Reading Development in Prelingually Deaf Children
The role of vowels in reading
The role of vowels in reading
Predictors of Reading Delay in Deaf Adolescents
Toward a strong phonological theory of visual word recognition
| Citations per year | 0.58 |
|---|---|
| Citation span | 2007 - 2026 (20) |
| Highly cited | No |