Abstract
Abstract To understand the reading strategies used by deaf students, two groups of profoundly deaf individuals were tested: Group 1: users of the Brazilian Sign Language and Group 2: users of the Brazilian Sign Language and speech and/or lip reading. A reading test was used to assess the degree of development of logographic, alphabetic and orthographic strategies. The group of deaf students who used alternative means of communication (Group 2) showed improved performance in all psycholinguistic categories of the test in comparison to Group 1. It was observed that the use of phonology is not directly associated with good reading skills in the profoundly deaf. On the other hand, word recognition by these readers occurs via the utilization of the orthographic strategy, which proved to be efficient.
Highlights
To understand the reading strategies used by deaf students, two groups of profoundly deaf individuals were tested: Group 1: users of the Brazilian Sign Language and Group 2: users of the Brazilian Sign Language and speech and/or lip reading
We found that the older students in the present study sample presented the worst reading performance, which seems to result from the changes in the teaching approaches for the deaf in recent years
Intervention efforts should focus on building a solid linguistic foundation and focus on word recognition with an emphasis on orthographic cues
Summary
To understand the reading strategies used by deaf students, two groups of profoundly deaf individuals were tested: Group 1: users of the Brazilian Sign Language and Group 2: users of the Brazilian Sign Language and speech and/or lip reading. Since auditory experience is the sensory pathway that allows listeners to acquire the phonological representations necessary for learning the ability to identify written words, understanding the nature of proficient reading in deafness, regarding the use of phonology by profoundly deaf readers, has become the object of studies. Due to the lack of research consensus, Mayberry, Giudice, and Lieberman (2010) investigated in profoundly deaf individuals the relationship between the reading ability with both: Phonological Coding E., mental representation of words based on acoustic properties) and Phonological Awareness They concluded that Phonological Coding and Awareness, due their poor predictive power, is neither a robust phenomenon nor a sine qua non condition in the reading ability of individuals with severe and profound hearing loss
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