How speechreading contributes to reading in a transparent ortography: the case of Spanish deaf people

Ortiz, Isabel de los Reyes Rodríguez; Saldaña, David; Moreno-Pérez, Francisco J.

doi:10.1111/1467-9817.12062

Cited by 13 publications

(7 citation statements)

References 33 publications

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“…The proportion of variance in single-word reading scores explained by the models in the current study was notably high for both deaf (R 2 = .75) and hearing children (R 2 = .94), which may in part reflect our use of latent variable models, which control for measurement error (see Hjetland et al, 2019). Study 1 replicated the positive relationship between speechreading and single-word reading in deaf children (e.g., Harris et al, 2017a;Kyle et al, 2016;Rodríguez-Ortiz et al, 2017). Importantly, our data also showed that, in deaf children, the relationship between speechreading and single-word reading was fully mediated by phonological awareness.…”

Section: Discussionsupporting

confidence: 59%

Speechreading Ability Is Related to Phonological Awareness and Single-Word Reading in Both Deaf and Hearing Children

Buchanan-Worster

MacSweeney

Pimperton

et al. 2020

J Speech Lang Hear Res

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Purpose Speechreading (lipreading) is a correlate of reading ability in both deaf and hearing children. We investigated whether the relationship between speechreading and single-word reading is mediated by phonological awareness in deaf and hearing children. Method In two separate studies, 66 deaf children and 138 hearing children, aged 5–8 years old, were assessed on measures of speechreading, phonological awareness, and single-word reading. We assessed the concurrent relationships between latent variables measuring speechreading, phonological awareness, and single-word reading. Results In both deaf and hearing children, there was a strong relationship between speechreading and single-word reading, which was fully mediated by phonological awareness. Conclusions These results are consistent with ideas from previous studies that visual speech information contributes to the development of phonological representations in both deaf and hearing children, which, in turn, support learning to read. Future longitudinal and training studies are required to establish whether these relationships reflect causal effects.

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Section: Discussionsupporting

confidence: 59%

Speechreading Ability Is Related to Phonological Awareness and Single-Word Reading in Both Deaf and Hearing Children

Buchanan-Worster

MacSweeney

Pimperton

et al. 2020

J Speech Lang Hear Res

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“…It was expected that speechreading would predict reading in the OD group, given other research findings of its role in deaf reading (Kyle et al., ; Kyle & Harris, ; Rodríguez‐Ortiz, Saldaña, & Moreno‐Perez, ). Speechreading was a consistent correlate of decoding literacy for our OD participants, but not once vocabulary and/or phonological skills were controlled for.…”

Section: Discussionmentioning

confidence: 99%

Literacy and Phonological Skills in Oral Deaf Children and Hearing Children With a History of Dyslexia

Herman

Kyle

Roy

2019

Reading Research Quarterly

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Oral deaf children and hearing children with dyslexia both experience literacy challenges, although their reasons differ. The authors explored the problems underlying poor literacy in each group and drew implications for reading interventions. Data were collected using standardized literacy and phonological measures from 69 severe‐to‐profoundly prelingually deaf children ages 10 and 11 years, all communicating with spoken language, and compared with equivalent data from 20 hearing children with a history of dyslexia matched on reading ability. Children were given a large battery of tasks assessing word and nonword reading, spelling, vocabulary, and reading‐related skills, including letter sound knowledge, phonological awareness, rapid automated naming, and verbal short‐term memory. Striking similarities were observed for word reading, nonword reading, and spelling across groups, and associations between the measures and reading‐related skills were similar. However, differences between the two groups emerged in the strength of association between literacy and vocabulary. Regression analyses confirmed vocabulary as a key predictor of literacy in the oral deaf group. These results suggest that not only children with a history of dyslexia but also oral deaf children who struggle with reading should receive specialist literacy support. Reading interventions for oral deaf children should target phonological and language skills within a fully integrated approach.

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“…In order to measure reading ability at the sentence level we used the collective test of reading efficiency ("Test Colectivo de Eficacia Lectora" TECLE; Carrillo & Marin, 1997) which has been used in previous studies of deaf readers in Spanish (Domínguez et at., 2014;Rodríguez Ortiz et al, 2015). This test provides a combined measure of reading speed and comprehension.…”

Section: Sentence Reading Testmentioning

confidence: 99%

Early use of phonological codes in deaf readers: An ERP study

2017

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Previous studies suggest that deaf readers use phonological information of words when it is explicitly demanded by the task itself. However, whether phonological encoding is automatic remains controversial. The present experiment examined whether adult congenitally deaf readers show evidence of automatic use of phonological information during visual word recognition. In an ERP masked priming lexical decision experiment, deaf participants responded to target words preceded by a pseudohomophone (koral - CORAL) or an orthographic control prime (toral - CORAL). Responses were faster for the pseudohomophone than for the orthographic control condition. The N250 and N400 amplitudes were reduced for the pseudohomophone when compared to the orthographic control condition. Furthermore, the magnitude of both the behavioral and the ERP pseudohomophone effects in deaf readers was similar to that of a group of well-matched hearing controls. These findings reveal that phonological encoding is available to deaf readers from the early stages of visual word recognition. Finally, the pattern of correlations of phonological priming with reading ability suggested that the amount of sub-lexical use of phonological information could be a main contributor to reading ability for hearing but not for deaf readers.

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How speechreading contributes to reading in a transparent ortography: the case of Spanish deaf people

Cited by 13 publications

References 33 publications

Speechreading Ability Is Related to Phonological Awareness and Single-Word Reading in Both Deaf and Hearing Children

Speechreading Ability Is Related to Phonological Awareness and Single-Word Reading in Both Deaf and Hearing Children

Literacy and Phonological Skills in Oral Deaf Children and Hearing Children With a History of Dyslexia

Early use of phonological codes in deaf readers: An ERP study

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