ACQUISITION OF LANGUAGE AND LITERACY IN THE DEAF

这项研究的主要目的是调查 区分熟练和不熟练的听障读者。的 本研究将调查的具体能力包括 用于阅读（尤其是语音编码）的处理器， 在阅读中使用的句子结构，和语言技能， 语言的表征。预计这些研究将 从理论上讲，在增加阅读知识方面， 过程，实际上，与材料的开发和 更有效的阅读教学方法。 对于听力正常的人来说，书面语言和口头语言是密切相关的。 有证据表明，建立这种联系的能力是一个主要因素， 区分那些读得好的人和读得差的人。阅读 已经发现成功与使用 在工作记忆中暂时储存单词的语音代码。的 反过来，工作记忆的有效使用被发现是 在各种测试中成功理解复杂句子。 拟议的研究将建立在这一证据的基础上， 具有一定阅读技能的聋人读者的语音编码。通过 研究了不同程度的失聪读者所使用的编码过程， 有助于成功阅读的编码类型可以是 识别和追踪。聋生阅读理解复杂性的研究 句法结构也将扩展到其他结构， 对读者的不同语言要求。该项目将扩大 此外，还包括来自听力正常家庭的聋人受试者， 来自聋人家庭的聋哑人以这种方式， 语言背景对阅读能力的影响是可以解决的。 最后，一个关于青年聋人手语习得的项目 孩子们提出，探讨一个潜在的概念， 语言基础，以支持书面语言习得。

The primary goal of the proposed research is to investigate the abilities that separate skilled from less skilled hearing-impaired readers. The specific abilities which will be investigated in this research include the processors used in reading (especially phonological coding), knowledge of the sentence structures used in reading, and linguistic skills in signed representations of language. It is anticipated that these studies will be of benefit both theoretically, in increasing knowledge of the reading process, and practically, in relation to the development of materials and methods for more effective teaching of reading. For hearing persons, written and spoken language are critically linked. Evidence indicates that the ability to forge this link is a primary factor distinguishing those who read well from those who read poorly. Reading success has been found to be associated crucially with the use of a phonetic code for the temporary storage of words in working memory. The efficient use of working memory, in turn, has been found to underlie the successful comprehension of complex sentences in a variety of tests. The proposed research will build upon this evidence by examining the use of phonological coding by deaf readers with a range of reading skills. By examining the coding processes used by more and less skilled deaf readers, the types of coding which contribute to successful reading can be identified and pursued. Studies on deaf readers' apprehension of complex syntactic structures will also be extended to additional structures posing different linguistic demands on readers. This project will be extended further by including deaf subjects from hearing families in comparison to deaf subjects from deaf families. In this manner questions concerning effects of linguistic background on reading ability can be addressed. Finally, a project on the acquisition of sign language by young deaf children is proposed, inquiring into the notion of an underlying linguistic base to support written language acquisition.