Rhyme generation in deaf students: the effect of exposure to cued speech.

Abstract

This study compares the rhyme-generation ability of deaf participants with severe to profound hearing losses from cued speech (CS) and non-cued speech (NCS) backgrounds with a hearing comparison group for consistent orthography-to-phonology (O-P) rhyming elements, or rimes (e.g., -ail in sail is always pronounced the same), and inconsistent orthography-to-phonology (I-O-P) rhyming elements where the orthographic rime (e.g., -ear) has different pronunciations in words such as bear, and rear. Rhyming accuracy was better for O-P target words than for I-O-P target words. The performance of the deaf participants from CS backgrounds, although falling between that of the hearing and the NCS groups, did not differ significantly from that of the hearing group. By contrast, the performance of the NCS group was lower than that of the hearing group. Hearing and CS participants produced more orthographically different responses (e.g., blue-few), whereas participants from the NCS group produced more responses that are orthographically similar (e.g., blue-true), indicating that the hearing and CS groups rely more on phonology and the NCS group more on spelling to generate rhymes. The results support the use of cued speech for developing phonological abilities of deaf students to promote their reading abilities.