ACQUISITION OF LANGUAGE AND LITERACY IN THE DEAF

拟议的研究的主要目标是调查学生的能力 将熟练的听障读者与不熟练的听障读者分开。这个 本研究将调查的具体能力包括 在阅读中使用的处理器(特别是语音编码)，知识 阅读中的句子结构和手语的语言技巧 语言的表现形式。预计这些研究将是 从理论上讲，在增加阅读知识方面都有好处 过程，实际上与材料和材料的发展有关 提高阅读教学效果的方法。 对于听力正常的人来说，书面语和口语有着密切的联系。 有证据表明，建立这种联系的能力是一个主要因素 区分读得好的人和读得不好的人。阅读 人们发现，成功与使用一种 在工作记忆中暂时存储单词的语音代码。这个 反过来，工作记忆的有效利用也被发现是 在各种测试中成功理解复句。 拟议的研究将通过检查使用这些证据来建立在此基础上 具有多种阅读技能的聋人读者的语音编码。通过 检查更多和更不熟练的聋人读者使用的编码过程， 有助于成功阅读的编码类型可以是 确认并追查。聋人读者对情结的理解研究 句法结构也将扩展到附加结构的构成 对读者的不同语言要求。这个项目将被延长 此外，还包括听力障碍家庭的聋人受试者，与 来自聋人家庭的聋人受试者。以这种方式，关于 语言背景对阅读能力的影响是可以解决的。 最后，一个关于聋人青年手语习得的项目 儿童被提出，探讨了潜在的 支持书面语言习得的语言基础。

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.