Reading and Writing Skills of Deaf Pupils with Cochlear Implants

Mayer, Connie; Watson, Linda; Archbold, Sue; Ng, Zheng Yen; Mulla, Imran

doi:10.1080/14643154.2016.1155346

Cited by 30 publications

(22 citation statements)

References 43 publications

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“…Spencer, Gantz, and Knutson [72] utilized a standardized measure (i.e., Written Samples subtest of the WJ-III) and reported a mean standard score of 125 (SD = 29) indicating that as a group they were performing better in writing as compared to reading. Using the National Curriculum Assessments of England Key Stage levels, Mayer et al [73] found that 44% of their student participants (n = 33) were writing at or above grade level. In her study of 10 children, Watson [74] reported that six demonstrated an average level of achievement based upon grade level exemplars from the English National Curriculum.…”

Section: Current Evidencementioning

confidence: 99%

“…Two of the studies [72,73] included written language samples as well, and it is in looking at these examples that the differences from the outcomes reported historically are most apparent. The writing [73] (see below) did not exhibit the lexical, grammatical, and syntactical weaknesses of the writing reported in previous studies, even when the writing was assessed as below grade level.…”

Section: Current Evidencementioning

confidence: 99%

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Writing and Deafness: State of the Evidence and Implications for Research and Practice

Trezek

Mayer

2019

Education Sciences

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Although reading and writing play equally important roles in the literacy development of deaf individuals, far more attention has been paid to reading than to writing in both research and practice. This is concerning as outcomes in writing have remained poor despite changes in communication philosophies (e.g., spoken and/or signed) and pedagogical approaches. Although there are indications of a positive shift as the context for deaf education has been transformed with advances in hearing technologies, challenges are ongoing. In order to better understand why deaf learners struggle to achieve age-appropriate outcomes in written language, the goal of this paper will be to take stock of the available research evidence in writing and deafness, and interpret it in light of both the Simple View of Writing (SVW), in which ideation or text generation is linked to oral language, and current models of the composing process. Based on this overview and analysis, implications and directions for future research and practice will be discussed.

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Section: Current Evidencementioning

confidence: 99%

Section: Current Evidencementioning

confidence: 99%

Writing and Deafness: State of the Evidence and Implications for Research and Practice

Trezek

Mayer

2019

Education Sciences

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“…Mayer [136] assessed the writing skills of 33 nine to 16-year-old cochlear implant users, most of whom were educated in mainstream schools and used oral communication in school. Free writing samples showed that 25% were performing at the expected level for their age, 19% were performing above average, and 56% were performing below average.…”

Section: Research On Writing Development Of the D/dhhmentioning

confidence: 99%

Language and Literacy: Issues and Considerations

2019

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This article provides background on the major perspectives involving the development of English language and literacy with respect to the evolving demography of d/Deaf and hard-of-hearing children and adolescents. It synthesizes research and controversies on the developmental similarity hypothesis—that is, whether the acquisition of English language and literacy of d/Deaf and hard-of-hearing students is developmentally similar to that of typical language/literacy learners. The outcomes of this discussion have instructional implications and proffer guidelines for teacher preparation programs. The article concludes with directions for further research.

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“…Also, illiteracy of deaf students is reported to be higher than that of hearing peers (Sánchez & García-Rodicio, 2006). More recent evidence indicates that the use of hearing cochlear implants has significantly enhanced the quality of reading skills in deaf children even though, as a group, they still showed lower performance in reading; notably, less improvement was noted in the case of writing (Mayer et al, 2016). In part as an effect of this, it has been noted that deafness per se is a poor predictor of reading efficiency (Moreno-Pérez et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Reading Skills in Deaf Subjects: Role of Psycholinguistic Factors and Global Influences in Affecting Reading Performance

Marinelli¹,

Vizzi²,

Zoccolotti³

2019

PSYCH

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The present study examined the role of psycholinguistic variables, as well as the presence of a global factor, in modulating reading speed and accuracy in individuals with a severe hearing impairment. Thirteen deaf and thirteen hearing young adults who completed high school and were proficient in both oral lipreading and Italian sign language were examined and compared to a group of control subjects matched for gender, age and education. A wide spectrum of psycholinguistic variables affecting reading were examined, marking visual (letter confusability), sub-lexical (length, grapheme contextuality), lexical (frequency, N-size, stress) and semantic (age of acquisition and imageability) processes. Vocal reaction times (RT) in reading aloud single words were slower in deaf participants with respect to hearing subjects but they were affected by psycholinguistic variables in a very similar way than in the case of controls. Moreover, deaf individuals did not show a multiplicative effect as a function of word difficulty in their reading slowness but only a constant delay. Overall, the deficit shown by deaf participants was relatively limited and not associated to specific cognitive processes. This finding is in keeping with the idea that at least some individuals with a severe hearing impairment may reach reasonably high levels of word decoding.

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Reading and Writing Skills of Deaf Pupils with Cochlear Implants

Cited by 30 publications

References 43 publications

Writing and Deafness: State of the Evidence and Implications for Research and Practice

Writing and Deafness: State of the Evidence and Implications for Research and Practice

Language and Literacy: Issues and Considerations

Reading Skills in Deaf Subjects: Role of Psycholinguistic Factors and Global Influences in Affecting Reading Performance

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