权益分类	功能权益	普通用户	{{item.name}}会员
{{category.name}}	{{benefitItem.name}}

The role of visual speech perception (lipreading) in developing phonological representations in young hearing children with poor phonological skills

视觉言语感知（唇读）在语音技能较差的听力儿童发展语音表征中的作用

基本信息

批准号：
ES/T00911X/1
负责人：
Elizabeth Buchanan-Worster
金额：
$ 11.37万
依托单位：
University College London
依托单位国家：
英国
项目类别：
Fellowship
财政年份：
2019
资助国家：
英国
起止时间：
2019 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=ES%2FT00911X%2F1
关键词：
role visual speech perception lipreading

项目摘要

Although some deaf children do achieve age-appropriate reading levels, on average deaf children's reading is poorer than that of their hearing peers. There are many factors that relate to reading ability in deaf children. Perhaps surprisingly, speechreading ability relates to reading ability in both deaf and hearing children. The working hypothesis underlying my PhD research is that information about the structure of spoken words can be extracted from hearing words and also from speechreading, even by hearing children. This information can help children establish a representation of the structure of words (phonological representation). Children's ability to represent and play with speech patterns in words (phonological awareness) is known to help early single word reading.Two studies in my PhD showed that for both deaf and hearing children the relationship between speechreading and reading is partly explained by their phonological awareness. My final study adapted a speechreading and reading intervention previously used with deaf children, to show that speechreading can be trained in young hearing children. The children who performed poorest on a test of phonological awareness (putting together the sounds 'b-a-t' to say the word 'bat') also showed improvements on this task as a result of speechreading training.These studies further our understanding of the relationship between speechreading and reading in deaf and hearing children. This is of potential use to deaf and hearing children who have poor phonological skills and therefore are likely to struggle with reading. These children may benefit from attention being drawn to visual speech information to improve their access to speech patterns in words.The first aim of this fellowship is to communicate the findings from these studies with the academic community by publishing two papers relating to these studies. In addition, I will present these studies at national and international conferences.A second aim is to communicate with teachers and primary school children about my research. I will spend a week in a primary school in order to observe how literacy is taught in schools. This will help me understand how my research fits in to this setting. I will also hold an event for teachers to find out what they find most effective and most challenging about literacy education and to get feedback about how my research might relate to their practices. I plan to run class sessions with the primary school children to engage them with my research. This might include playing speechreading games, feeling jelly brains and making pipe-cleaner neurons.A third aim is to develop my skills as a researcher. This will include learning how to analyse longitudinal datasets and taking advantage of training UCL has to offer in writing grant proposals.My fourth aim for this fellowship is to extend my findings from my PhD by carrying out further analyses on the data collected. Having established that there are relationships between speechreading, phonological awareness and reading I aim to understand what the direction of the relationships are and how they may change as a child develops. I will use data collected at three different time points from young deaf and hearing children to construct statistical models that would tell us whether any relationship observed between speechreading and later phonological awareness ability explains the relationship between speechreading and reading over time.These four key aims will help me to achieve my goal of developing a competitive research proposal to investigate the idea those children with poor phonological awareness skills may benefit from speechreading training. By targeting children from lower socio-economic backgrounds and selecting those with poor phonological awareness skills who are therefore at risk of reading difficulties, I will be able to investigate the benefits of visual speech information in developing reading-related skills.

虽然有些聋儿确实达到了与年龄相适应的阅读水平，但平均而言，聋儿的阅读比听力正常的同龄人差。影响聋儿阅读能力的因素很多。也许令人惊讶的是，无论是失聪儿童还是听力正常儿童，言语阅读能力都与阅读能力有关。我的博士研究的工作假设是，关于口语单词结构的信息可以从听力单词中提取，也可以从语音阅读中提取，即使是听力正常的孩子。这些信息可以帮助儿童建立对单词结构的表征（语音表征）。儿童在单词中表现和使用语音模式的能力（语音意识）有助于早期的单词阅读。我博士期间的两项研究表明，对于聋哑儿童和听力正常的儿童来说，语音阅读和阅读之间的关系在一定程度上可以通过他们的语音意识来解释。我的最后一项研究改编了以前用于聋哑儿童的言语阅读和阅读干预，以表明言语阅读可以在听力正常的儿童中进行训练。在语音意识测试中表现最差的孩子（把“b-a-t”的声音组合在一起来说“bat”这个词）在这项任务中也表现出了改善，这是语音阅读训练的结果。这些研究进一步加深了我们对聋哑和听力正常儿童的语音阅读和阅读之间关系的理解。这对那些语音技能差，因此可能在阅读方面有困难的聋哑儿童有潜在的用处。这些儿童可能会受益于被提请注意视觉语音信息，以提高他们的访问语音模式的world.The奖学金的第一个目的是从这些研究的结果与学术界通过发表两篇论文与这些研究。此外，我将在国家和国际会议上介绍这些研究。第二个目的是与教师和小学生交流我的研究。我将在一所小学呆一周，观察学校是如何教授识字的。这将帮助我理解我的研究如何适应这种环境。我还将为教师举办一次活动，以了解他们认为扫盲教育最有效和最具挑战性的方面，并就我的研究如何与他们的实践相关联获得反馈。我计划与小学生一起上课，让他们参与我的研究。这可能包括玩语音阅读游戏，感觉果冻般的大脑和制造管道清洁器神经元。第三个目标是发展我作为研究人员的技能。这将包括学习如何分析纵向数据集，并利用UCL提供的培训撰写资助申请。我的第四个目的是通过对收集的数据进行进一步分析来扩展我的博士研究结果。在确定了言语阅读、语音意识和阅读之间的关系之后，我的目标是了解这些关系的方向是什么，以及它们如何随着儿童的发展而变化。我将使用在三个不同的时间点收集的数据，从年轻的聋人和听力儿童，以构建统计模型，告诉我们是否任何观察到的关系之间的言语阅读和以后的语音意识能力解释之间的关系，随着时间的推移，言语阅读和阅读。这四个关键目标将帮助我实现我的目标，发展一个有竞争力的研究计划，调查的想法，这些儿童的语音意识能力较差，意识技能可以从语音阅读训练中受益。通过针对来自较低社会经济背景的儿童，并选择那些语音意识技能差，因此有阅读困难的风险，我将能够调查视觉语音信息在发展阅读相关技能的好处。