Speech reading and learning to read: A comparison of 8-year-old profoundly deaf children with good and poor reading ability
Speech reading and learning to read: A comparison of 8-year-old profoundly deaf children with good and poor reading ability
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DOI：
10.1093/deafed/enj021
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发表时间：
2006-03-01
影响因子：
2
通讯作者：
Moreno, C
中科院分区：
文献类型：
--
作者：
Harris, M;Moreno, C
9名重度极重度语前听力损失且单字阅读得分落后实际年龄不超过10个月的儿童（良好阅读者）与9名阅读滞后至少15个月的儿童（不良阅读者）相匹配。好的阅读者有更高的拼写和阅读理解分数。他们产生了更多的语音错误（表明使用了语音编码），并且更经常正确地表示拼写中的音节数。他们在正字法意识方面得分更高，在言语阅读方面也更好。两组的语言清晰度相同。聚类分析显示，只有三个好读者表现出强有力的证据，语音编码的拼写，虽然七个音节有很好的代表性，只有四个有很高的正字法意识得分。然而，所有9名儿童都是良好的言语阅读者，这表明通过言语阅读获得的语音代码可能是聋儿阅读成功的基础。
Nine children with severe-profound prelingual hearing loss and single-word reading scores not more than 10 months behind chronological age (Good Readers) were matched with 9 children whose reading lag was at least 15 months (Poor Readers). Good Readers had significantly higher spelling and reading comprehension scores. They produced significantly more phonetic errors (indicating the use of phonological coding) and more often correctly represented the number of syllables in spelling than Poor Readers. They also scored more highly on orthographic awareness and were better at speech reading. Speech intelligibility was the same in the two groups. Cluster analysis revealed that only three Good Readers showed strong evidence of phonetic coding in spelling although seven had good representation of syllables; only four had high orthographic awareness scores. However, all 9 children were good speech readers, suggesting that a phonological code derived through speech reading may underpin reading success for deaf children.