Deaf Children's Use of Phonological Coding: Evidence from Reading, Spelling, and Working Memory

Autor/inn/en	Harris, Margaret; Moreno, Constanza
Titel	Deaf Children's Use of Phonological Coding: Evidence from Reading, Spelling, and Working Memory
Quelle	In: Journal of Deaf Studies and Deaf Education, 9 (2004) 3, S.253-268 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-4159
Schlagwörter	Short Term Memory; Deafness; Reading Skills; Children; Coding; Comparative Analysis; Recall (Psychology); Orthographic Symbols; Spelling; Phonetics; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Kurzzeitgedächtnis; Gehörlosigkeit; Taubstummheit; Reading skill; Lesefertigkeit; Child; Kind; Kinder; Codierung; Programmierung; Abberufung; Schreibweise; Phonetik; Fonetik; Ausland; Großbritannien
Abstract	Two groups of deaf children, aged 8 and 14 years, were presented with a number of tasks designed to assess their reliance on phonological coding. Their performance was compared with that of hearing children of the same chronological age (CA) and reading age (RA). Performance on the first task, short-term recall of pictures, showed that the deaf children's spans were comparable to those of RA controls but lower than CA controls. For the older deaf children, short-term memory span predicted reading ability. There was no clear evidence that the deaf children were using phonological coding in short term memory when recall of dissimilar items was compared with recall of items with similarly sounding names. In the second task, which assessed orthographic awareness, performance of the deaf children was similar to that of RA controls although scores predicted reading level for the deaf children but not the hearing. The final task was a picture spelling test in which there were marked differences between the deaf and hearing children, most notably in the number of spelling refusals (which was higher for the deaf children in the older group than their RA controls) and the percentage of phonetic errors (which was considerably lower for both groups of deaf children than for any of the hearing controls). Overall these results provide support for the view that deaf children place little reliance on phonological coding. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10