Teaching & Learning Guide for: The neurocognitive basis of skilled reading in prelingually and profoundly deaf adults.
Teaching & Learning Guide for: The neurocognitive basis of skilled reading in prelingually and profoundly deaf adults.
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教学
DOI：
10.1111/lnc3.12410
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发表时间：
2021
影响因子：
2.5
通讯作者：
Lee,Brittany
中科院分区：
文献类型：
--
作者：
Emmorey,Karen;Lee,Brittany
许多理论认为，阅读最佳地建立在言语感知的基础上，而语音表征的质量在阅读和调整大脑对书面文字的反应中起着核心作用。依赖粗粒度语音代码的熟练聋人读者对这些模型构成了挑战。本文回顾了关键的行为和神经影像学证据，揭示了如何减少获得听觉音韵，沿着视觉注意力的变化，共同发生的早期耳聋，导致一个独特的神经认知的配置文件熟练的阅读聋人成年人。本文描述了聋人和听力正常的成年人，他们同样熟练的阅读者，在单词水平和重复水平阅读的神经基础上的相似之处和差异。本教学指南提供了与聋儿阅读教学法相关的额外信息和资源，了解支持阅读的神经系统，以及将聋人读者的研究纳入阅读和阅读教学课程的方法。
Many theories propose that reading optimally builds upon speech perception and that the quality of phonological representations plays a central role in reading and in tuning the brain’s response to written words. Skilled deaf readers who rely on coarse-grained phonological codes pose a challenge to these models. This article reviews key behavioral and neuroimaging evidence that reveals how reduced access to auditory phonology, along with changes in visual attention that co-occur with early deafness, leads to a unique neurocognitive profile for skilled reading in deaf adults. The article describes parallels and differences in the neural underpinnings of word-level and sentence-level reading for deaf and hearing adults who are equally skilled readers. This teaching and learning guide provides additional information and resources related to reading pedagogy for deaf children, understanding the neural systems that support reading, and ways to incorporate the study of deaf readers into courses on reading and reading instruction.