Phonological skills

[loml]

Relation between deaf children's phonological skills in kindergarten and word recognition performance in first grade.

The aim of the present study was twofold: 1) to determine whether phonological skills measured in deaf prereaders predict their later phonological and reading skills after one year of reading instruction as is the case for hearing children; 2) to examine whether the age of exposure to a fully specified phonological input such as Cued Speech may explain the inter-individual differences observed in deaf children's phonological and word recognition levels.

Method: Twenty-one 6-year-old deaf prereaders and 21 hearing children of the same chronological age performed two phonological tasks (rhyme decision and generation tasks); they were re-assessed 12 months later and presented with other phonological tasks (rhyme decision and common unit identification tasks) and a written word choice test.

Results: Phonological skills measured before learning to read predicted the written word recognition score the following year, both for hearing and for deaf participants. Age of onset of exposure to Cued Speech was also a strong predictor of phonological and written word recognition scores in beginning deaf readers.

Conclusions: The evidence broadly supports the idea of a capacity for acquiring phonological skills in deaf children. Deaf children who are able to develop an implicitly structured phonological knowledge before learning to read will be better readers when this knowledge becomes explicit under the pressure of reading instruction.

By: Colin, S.; Magnan, A.; Ecalle, J.; Leybaert, J.. Journal of Child psychology & Psychiatry, Feb2007, Vol. 48 Issue 2, p139-146, 8p, 4 charts; DOI: 10.1111/j.1469-7610.2006.01700.x; (AN 23827586)

The Journal of Child Psychology and Psychiatry - Journal Information

 

[jillio]

"These results suggest that there are alternative routes to reading other than or in addition to skilled phonological processing." Marshark, et.al. (2007).
Journal of Deaf Studies and Deaf Education, 12:3.

 

[loml]

"Only when we fully understand how children with implants think and learn will we be able to adjust our instructional methods to match both their strengths and their needs."

Marshark, et.al. (2007).
Journal of Deaf Studies and Deaf Education, 12:3. pg 12

 

[rockdrummer]

Poor IomI... .Just trying to share some information and look what breaks out. Tsk tsk tsk.

 

[Cloggy]

"Only when we fully understand how children with implants think and learn will we be able to adjust our instructional methods to match both their strengths and their needs."

Marshark, et.al. (2007).
Journal of Deaf Studies and Deaf Education, 12:3. pg 12

Very, very nice reply.!

 

[jillio]

"Only when we fully understand how children with implants think and learn will we be able to adjust our instructional methods to match both their strengths and their needs."

Marshark, et.al. (2007).
Journal of Deaf Studies and Deaf Education, 12:3. pg 12

Absolutely. And significant research points tothe fact that children with implants do not think and learn as to hearing children, but as deaf children with some degree of sound perception. Therefore, the methods need to be adjusted from oral to a bimodal, bicultural approach. Their strength lies in visual processing, andtheir need is for visual input to capitalize on that strength.

In addition, the gaps have been shown to widen as children advance beyond the first grade. Despite comparing favorablly to hearing peers at a young age.

 

[Cloggy]

........ And significant research points tothe fact that children with implants do not think and learn as to hearing children, but as deaf children with some degree of sound perception. ........

Some statement...... I like "research" points to the "fact"... some research....
Is it the one Ioml quoted...???

But please Jillio, help us out... For example research done by ???????? and ????????? and ????????

 

[Cloggy]

Some statement...... I like "research" points to the "fact"... some research....
Is it the one Ioml quoted...???.............

OK, figured it out....

Language, Leaming, and Coachlear Implants

Page 280 Journal of Deaf Studies and Deaf Education 12:3 Summer 2007

"Research to date has provided strong evidcnce that pediatric cochlear implantation can provide many deaf children with significant advantages in reading and other academic domains."

"We cannot assume that simply because deaf children with cochlear implants are in mainstream classrooms, they learn just like hearing children. Nor can we assume that when children with implants are in separate classrooms, they learn just like other deaf children. Only when we fully understand how children with implants think and learn will we be able to adjust our instructional methods to match both their strengths and their needs. "