Speechreading Ability Is Related to Phonological Awareness and Single-Word Reading in Both Deaf and Hearing Children.
Speechreading Ability Is Related to Phonological Awareness and Single-Word Reading in Both Deaf and Hearing Children.
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DOI：
10.1044/2020_jslhr-20-00159
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发表时间：
2020-11-13
期刊：
影响因子：
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通讯作者：
Hulme C
中科院分区：
文献类型：
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作者：
Buchanan-Worster E;MacSweeney M;Pimperton H;Kyle F;Harris M;Beedie I;Ralph-Lewis A;Hulme C
言语阅读（唇读）与聋哑儿童和听力正常儿童的阅读能力相关。我们调查了聋儿和听力正常儿童的语音阅读和单字阅读之间的关系是否通过语音意识来调节。在两项独立的研究中，66名聋儿和138名听力正常的儿童，年龄在5-8岁，进行了评估的措施，言语阅读，语音意识，和单字阅读。我们评估了测量言语阅读、语音意识和单字阅读的潜在变量之间的并发关系。在聋哑儿童和听力正常儿童中，言语阅读和单字阅读之间有很强的关系，这完全是由语音意识介导的。这些结果是一致的想法，从以前的研究，视觉语音信息有助于发展的语音表征在聋人和听力儿童，这反过来又支持学习阅读。未来的纵向和培训研究需要确定这些关系是否反映因果关系。
Speechreading (lipreading) is a correlate of reading ability in both deaf and hearing children. We investigated whether the relationship between speechreading and single-word reading is mediated by phonological awareness in deaf and hearing children. In two separate studies, 66 deaf children and 138 hearing children, aged 5–8 years old, were assessed on measures of speechreading, phonological awareness, and single-word reading. We assessed the concurrent relationships between latent variables measuring speechreading, phonological awareness, and single-word reading. In both deaf and hearing children, there was a strong relationship between speechreading and single-word reading, which was fully mediated by phonological awareness. These results are consistent with ideas from previous studies that visual speech information contributes to the development of phonological representations in both deaf and hearing children, which, in turn, support learning to read. Future longitudinal and training studies are required to establish whether these relationships reflect causal effects.