Phonemic Awareness is Not Necessary to Become a Skilled Deaf Reader

Miller, Paul; Clark, M. Diane

doi:10.1007/s10882-011-9246-0

Cited by 69 publications

(48 citation statements)

References 76 publications

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“…Based on this examination of the research evidence from the reviews by Mayberry et al (2011) and Miller and Clark (2011), we suggest that there is not a strong empirical basis for claiming that phonology does not play a role in reading for deaf individuals. Rather, there is stronger theoretical and empirical evidence to support the argument for a relationship between phonology and reading in the population of deaf readers than for the counterargument.…”

Section: Perspectives On the Literature Reviewsmentioning

confidence: 96%

“…Arguments for a single conceptualization and global definition of phonological awareness that includes several abilities regardless of their linguistic complexity have also been mooted (e.g., Anthony & Lonigan, 2004;Stahl & Murray, 1994), while it has also been recommended that the term phonological sensitivity be used to refer to the array of abilities and skills associated with manipulation of the sound structures of oral language (e.g., Stanovich, 1992). In their meta-analysis of achievement in deaf readers, Mayberry, del Giudice, and Lieberman (2011) used the term phonological coding and awareness (PCA) to encompass the full range of phonological abilities, while in the review by P. Miller and Clark (2011), a range of terms, including phonemic awareness (which appears in the title of their article), phonological awareness, and phonological decoding, were used. We would argue that the most salient distinction to be made is between characterizations of phonology as a conceptual understanding and as a skill.…”

Section: A Clarification Of Terminologymentioning

confidence: 99%

“…Arguments are made that deaf individuals can bypass phonology and become proficient readers-a position that stands in stark contrast to the conclusions that can be drawn from the extensive body of literature and research evidence from studies of the broader population indicating that these abilities and skills (i.e., phonological and phonemic awareness) are necessary to the process. We will consider these claims and the evidence presented to support them by examining two recent reviews of the literature that have addressed this issue (i.e., Mayberry et al, 2011;Miller & Clark, 2011), with a specific focus on the extent to which this research evidence indicates that deaf students have learned to read in the absence of phonological sensitivity. In other words, does the evidence support the claim that deaf individuals are different in how they learn to read?…”

Section: Research Evidencementioning

confidence: 99%

“…In their review of the research, Miller and Clark (2011) did not provide inclusion criteria for study selection, or an analysis/summary chart of the included studies. However, in our reading of their article we identified three studies that were not included in the Mayberry et al (2011) meta-analysis that focused specifically on phonological sensitivity and reading performance, and that incorporated a measure of reading comprehension (McQuarrie & Parrila, 2009;P.…”

Section: Literature Reviewmentioning

confidence: 99%

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Is Reading Different for Deaf Individuals?: Reexamining the Role of Phonology

Mayer¹,

Trezek²

2014

aad

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she argued that skilled deaf readers, like their hearing counterparts, relied on their knowledge of English structure, including phonological information. This perspective on the role phonology plays in the reading process for deaf learners continues to generate much debate in the field, and little consensus exists on whether it is a necessary aspect of learning to read for this population. The present article revisits this question in terms of what is known about phonology and reading in typically developing learners, and in light of two reviews of the research from the field of deafness. The authors conclude that there is stronger empirical evidence for the argument for a relationship between phonology and reading in the population of deaf readers than for the counterargument.

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Section: Perspectives On the Literature Reviewsmentioning

confidence: 96%

Section: A Clarification Of Terminologymentioning

confidence: 99%

Section: Research Evidencementioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

Is Reading Different for Deaf Individuals?: Reexamining the Role of Phonology

Mayer¹,

Trezek²

2014

aad

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“…Embora a relação direta seja fundamental para a leitura e a ortografia, alunos surdos podem alcançar níveis elevados de proficiência em leitura e escrita de palavras. (MILLER;CLARK, 2011).…”

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Um instrumento para a avaliação formativa de textos produzidos por usuários de Libras

Nuñes

Vargas

2016

Educ. rev.

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An instrument for the formative assessment of texts produced by users of the Brazilian Sign Language -Libras RESUMOO presente trabalho descreve um instrumento para avaliação de textos produzidos por alunos surdos usuários da Língua Brasileira de Sinais (LIBRAS). Instrumentos que permitam analisar as dificuldades dos alunos são cruciais na avaliação formativa para que se possa desenvolver um plano de ensino adequado às necessidades dos alunos. Teoricamente, o instrumento baseia-se na distinção feita por Nunes e Bryant (2014) entre a relação direta e indireta entre as formas da língua falada e escrita, privilegiando a relação indireta, através de conceitos inferidos pela experiência com a língua. O instrumento utilizado é formado por duas escalas, a primeira avalia a organização sintática e a segunda a qualidade do texto. A relevância do instrumento foi analisada através de sua aplicação a textos produzidos por 18 usuários de LIBRAS que frequentam escolas para alunos surdos na região de Porto Alegre. Obteve-se uma distribuição normal dos escores, sem efeito de chão ou de teto, o que sugere a adequação do instrumento à amostra selecionada. Observou-se 1 O instrumento descrito neste artigo foi desenvolvido com o apoio da Nuffield Foundation através da bolsa EDU/00372/G. A adaptação para o português foi realizada em colaboração com a Drª Beatriz Vargas Dorneles. As autoras são muito gratas às instituições que possibilitaram este trabalho e à colaboradora. Agradecemos também aos alunos e professores de surdos que colaboraram com o estudo empírico. As opiniões apresentadas no artigo são de responsabilidade das autoras e não representam as da instituição financiadora do projeto.

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Addressing the big picture: Deaf children and reading assessments

Greene-Woods

Delgado

2019

Psychology in the Schools

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In the field of education, there is a great emphasis placed on literacy, from reading fluency to writing. There are various approaches that teachers can use in their classroom to design and identify needed areas of instruction, but these approaches do not always apply to Deaf Education. The act of using the same assessments throughout all student populations presents some potential issues, particularly the question of whether or not the students’ actual literacy abilities are being identified. The focus is to spotlight a frequently used approach for measuring reading fluency and present an alternative approach.

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Phonemic Awareness is Not Necessary to Become a Skilled Deaf Reader

Cited by 69 publications

References 76 publications

Is Reading Different for Deaf Individuals?: Reexamining the Role of Phonology

Is Reading Different for Deaf Individuals?: Reexamining the Role of Phonology

Um instrumento para a avaliação formativa de textos produzidos por usuários de Libras

Addressing the big picture: Deaf children and reading assessments

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