Deaf Children's Use of Phonological Coding
Evidence from Reading, Spelling, and Working Memory
Bibliographic Data
| ID | 16768620 |
|---|---|
| Authors | Margaret Harris (0000-0002-0123-2255, Royal Holloway University of London, corresponding author) |
| Year | 2004 |
| Volume | 9 |
| Issue | 3 |
| Pages | 253-268 |
| Publication date | 2004-06-01 |
| 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/enh016 |
| PMID | 15304430 |
| OpenAlex | W2110768514 |
| Language | EN |
| Citations received | 27 |
| References cited | 2 |
Two groups of deaf children, aged 8 and 14 years, were presented with a number of tasks designed to assess their reliance on phonological coding. Their performance was compared with that of hearing children of the same chronological age (CA) and reading age (RA). Performance on the first task, short-term recall of pictures, showed that the deaf children's spans were comparable to those of RA controls but lower than CA controls. For the older deaf children, short-term memory span predicted reading ability. There was no clear evidence that the deaf children were using phonological coding in short-term memory when recall of dissimilar items was compared with recall of items with similarly sounding names. In the second task, which assessed orthographic awareness, performance of the deaf children was similar to that of RA controls although scores predicted reading level for the deaf children but not the hearing. The final task was a picture spelling test in which there were marked differences between the deaf and hearing children, most notably in the number of spelling refusals (which was higher for the deaf children in the older group than their RA controls) and the percentage of phonetic errors (which was considerably lower for both groups of deaf children than for any of the hearing controls). Overall these results provide support for the view that deaf children place little reliance on phonological coding.
Audiology · Cognition · Cognitive psychology · Developmental psychology · Linguistics · Literacy · Memory span · Phonological awareness · Phonology · Reading (process) · Recall · Short-term memory · Spelling · Working memory · Hearing Impairment and Communication · Medicine · Psychology · Reading and Literacy Development · Tactile and Sensory Interactions
Concurrent Correlates and Predictors of Reading and Spelling Achievement in Deaf and Hearing School Children
The Role of Spoken and Sign Languages in the Retention of Written Words by Prelingually Deafened Native Signers
Speech Reading and Learning to Read
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
Verbal and visual serial-order memory in deaf signers and hearing nonsigners
Deaf children and children with ADHD in the inclusive classroom
Procédures graphophonémiques chez des lecteurs sourds en français langue seconde
Procédures graphophonémiques et graphosyllabiques chez des lecteurs dyslexiques et des lecteurs sourds du primaire
The Effect of Task in Deaf Readers' Graphophonological Processes
The Contribution of Verbal Working Memory to Deaf Children's Oral and Written Production
Reading Efficiency of Deaf and Hearing People in Spanish
Fingerspelled and Printed Words Are Recoded into a Speech-based Code in Short-term Memory
Reading Strategies of Chinese Students With Severe to Profound Hearing Loss
What Do Spelling Errors Tell Us about Deaf Learners of French
Spelling in Children With Cochlear Implants
DHH Students’ Phoneme Repetition Awareness in Sentence Reading
Korean Deaf Adolescents' Awareness of Thematic and Taxonomic Relations among Ordinary Concepts Represented by Pictures and Written Words
Factors Distinguishing Skilled and Less Skilled Deaf Readers
Reading and Spelling Abilities of Deaf Adolescents With Cochlear Implants and Hearing Aids
Reading Mechanisms in Orally Educated Deaf Adults
Correlates of Korean Hangul Reading in Children With Hearing Loss
Reading Achievement in Relation to Phonological Coding and Awareness in Deaf Readers
Concurrent and Longitudinal Predictors of Reading for Deaf and Hearing Children in Primary School
Longitudinal Patterns of Emerging Literacy in Beginning Deaf and Hearing Readers
Temporal and Causal Reasoning in Deaf and Hearing Novice Readers
Deaf Readers as Bilinguals
| Citations per year | 1.29 |
|---|---|
| Citation span | 2005 - 2023 (19) |
| Highly cited | No |