A Comparison of the Letter-Processing Skills of Hearing and Deaf Readers: Evidence From Five Orthographies

Abstract

This study was designed to examine the letter-processing skills of prelingually deaf and hearing students recruited from five different orthographic backgrounds (Hebrew, Arabic, English, German, and Turkish). Participants were 128 hearing and 133 deaf 6th-7th graders. They were tested with a same/different paradigm that assessed their ability to process letters under perceptual and conceptual conditions. Findings suggest that the letter-processing skills of deaf readers from some orthographic backgrounds may be underdeveloped in comparison to hearing counterparts. The finding that such letter-processing deficits were restricted to readers of some but not all of the tested orthographies warrants the conclusion that prelingual deafness, per se, does not impede the development of effective letter processing. Evidence for this study is discussed with reference to potential orthography-inherent and educational factors that may explain the existence of letter-processing deficits found in some of the prelingually deaf readers examined in this study.

Morphological awareness and DHH students’ reading-related abilities: A meta-analysis of correlations

“…Share (e.g., 2008Share (e.g., , 2021 has written on English as an "outlier" orthography and contested the Anglocentricities of reading research, which could constrain theoretical understandings about reading process and acquisition and practically impair linguistically responsive strategies of instruction for diverse readers. In this respect, the few studies such as Guldenoglu et al (2014) and Miller et al (2012), MOPRHOLOGY AND READING IN DHH STUDENTS 34 which compared letter or lexical processing in different languages and orthographies in DHH populations, are particularly noteworthy. Nevertheless, to our knowledge, little if any has been done on morphological processing and reading with a specific focus on DHH students.…”

A magyarországi siket gyermekek oktatásának kérdései. A nyelvi teljesítmény értékelése bimodális kétnyelvűségben

“…A siket gyermekek nyelvelsajátítási folyamatainak feltérképezéséről már számos nemzetközi munka látott napvilágot (pl. Kyle 1994;Newport-Supalla 1999;Singleton-Newport 2004;Mayberry-Squires 2006;Kyle-Harris 2010;Mayberry et al 2011;Guldenoglu et al 2013;Swanwick 2016), míg hazai körben Hattyár Helga (2008) folytatott empirikus vizsgálatokat a nyelvelsajátítási módok és a nyelvhasználati mintázatok összefüggéseinek feltárásával kapcsolatban. Ezen alapos és minden lényegi területet érintő munkára alapozva e dolgozatban csak a vizsgálatomhoz kapcsolódó szükséges és releváns információk összefoglalására szorítkozom.…”