Processing Orthographic Structure: Associations between Print and Fingerspelling

处理正字法结构：印刷体和指纹拼写之间的关联

• 批准号: 0823576
• 负责人: Karen Emmorey
• 金额: $ 39万
• 依托单位: San Diego State University Foundation
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-09-01 至 2012-02-29
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0823576&HistoricalAwards=false
• 关键词: Processing; Orthographic; Structure; Associations; between

For over a century educators and researchers have been trying to determine how profoundly deaf children learn to read. Deaf children are in the unique position of learning to read and write a language that they do not speak and cannot hear. Unlike people who can hear, deaf people experience English orthography in two forms: as printed text and as fingerspelling, in which each alphabetic letter is represented by a distinct hand configuration. This project investigates one possible route that deaf readers may utilize to develop mappings between letters and sounds: the fingerspelling system of American Sign Language (ASL). By identifying the similarities and differences between reading print and "reading" fingerspelling, one can identify how fingerspelling might be most effectively used in reading instruction. Another aim of the project is to use functional Magnetic Resonance Imaging (fMRI) to investigate the brain areas that support the reading of print and fingerspelling by deaf readers. Of particular interest is whether the so-called "Visual Word Form Area" is activated for fingerspelling and whether deaf readers use the same neural circuits for reading as people who can hear. This project will compare the brain areas that are activated when reading words for deaf adults, for hearing adults who do not know ASL, and for hearing people who are bilingual in ASL and English. Finally, a parallel aim of the project is to increase the representation of deaf people in science by including deaf research assistants on the project and providing an accessible environment for deaf students to gain research experience.

世纪以来，教育工作者和研究人员一直试图确定失聪儿童学习阅读的深度。聋哑儿童在学习读写一种他们不会说也听不到的语言方面处于独特的地位。与听力正常的人不同，聋人的英语拼写有两种形式：印刷文本和手指拼写，其中每个字母都由不同的手结构表示。 本研究探讨聋人读者可能利用的一种可能的途径，以发展字母和声音之间的映射：美国手语（ASL）的手指拼写系统。通过识别阅读打印和“阅读”指法之间的相似性和差异，可以确定如何最有效地使用指法在阅读教学。该项目的另一个目的是使用功能性磁共振成像（fMRI）来调查支持聋人阅读者阅读指纹和手指拼写的大脑区域。 特别令人感兴趣的是，所谓的“视觉词形区”是否被激活来进行手指拼写，以及聋人读者是否使用与听力正常人相同的神经回路来进行阅读。这个项目将比较当阅读单词时，聋人、不懂美国手语的听力正常人和会说美国手语和英语的听力正常人的大脑区域。最后，该项目的一个平行目标是增加聋人在科学领域的代表性，办法是在项目中包括聋人研究助理，并为聋人学生获得研究经验提供一个无障碍环境。