Reading Efficiency of Deaf and Hearing People in Spanish

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

doi:10.1093/deafed/env030

Cited by 24 publications

(18 citation statements)

References 77 publications

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“…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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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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“…Por ello, es necesario buscar una posible explicación de la tendencia al uso de la EPC, incluso en el grupo de IC-P. Estudios previos han puesto de manifiesto las dificultades que los estudiantes sordos presentan con la competencia morfosintáctica (Le Normand et al, 2010;Le Normand y Moreno-Torres, 2014;Niederberger, 2007;Schirner, 2001;en español, Domínguez, et al, 2016;López-Higes, et al, 2015;Moreno-Pérez et al, 2015). Los resultados obtenidos en este trabajo muestran que el grupo de IC-P presenta un retraso sintáctico de -1.63 años con respecto a sus compañeros oyentes de la misma edad, pero que éste es mucho menor que los obtenidos por el resto de grupos sordos.…”

Section: Discussionunclassified

“…Dicha estrategia consiste en seleccionar las palabras con contenido semántico propio (sustantivos, verbos y adjetivos) e inferir el significado del texto sin procesar apenas las palabras funcionales (preposiciones y conjunciones). Una posible explicación de por qué se emplea la EPC es el hecho de que la competencia morfosintáctica de los estudiantes sordos es especialmente baja (Le Normand, Medina, Díaz y Sánchez 2010; Le Normand y Moreno-Torres, 2014;Niederberger, 2007;Schirner, 2001;Domínguez, et al, 2016;López-Higes, Gallego y Martín-Aragoneses, 2015;Moreno-Pérez et al, 2015).…”

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¿El uso de implantes cocleares determina las estrategias lectoras de los estudiantes sordos?

Santamaría¹,

Gutiérrez²

2017

Revista INFAD de Psicología

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RESUMENLa lengua oral determina los niveles lectores y la capacidad lingüística de los estudiantes sordos. El objetivo del presente trabajo de investigación ha sido evaluar tanto la competencia lingüísti-ca como las estrategias de lectura que emplean los estudiantes sordos con y sin implante coclear (IC). En una sociedad como la nuestra, donde el acceso a la información y la comunicación requiere de una buena competencia lectora, el uso de implantes cocleares en niños sordos juega un papel importante, sobre todo, y en mayor medida, cuando el implante ha sido colocado de forma precoz (antes de los 30 meses). El presente trabajo pone de manifiesto que los niveles lectores de los niños sordos implantados precozmente no difieren significativamente de los obtenidos por niños oyentes de su misma edad cronológica. Sin embargo, al analizar las estrategias de lectura empleadas para alcanzar ese nivel lector, se observa cómo los estudiantes sordos (implantados y no implantados) hacen uso de la estrategia de palabras clave, la cual consiste en leer frases procesando únicamen-te las palabras con contenido semántico propio (sustantivos, verbos y adjetivos) y, a partir de ahí, generar el significado de las mismas sin procesar las palabras funcionales (preposiciones, conjunciones y adverbios). Esta situación muestra las dificultades que los estudiantes sordos tienen con el procesamiento morfosintáctico de la lengua.Palabras Clave: Lectura, Estrategia de Palabras Clave, Sordera, Implante Coclear, Competencia lingüística. ABSTRACTDoes the use of cochlear implants determine the reading strategies of deaf students? Oral language determines the reading levels and language ability of deaf students. The objective of the present study was to assess both the language competence and the reading strategies used

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“…Yet this claim does not explain the development of reading skill among children who are deaf and who acquire mastery of a visual language with little or no access to the sounds of spoken language. Deaf children represent a diverse group of learners for whom print literacy development has proven challenging, with consistently low outcomes noted over decades of testing in the United States [3], a finding that has been replicated in deaf populations across languages [4,5]. While some deaf children do develop strong literacy skills, the majority develop limited print literacy [3].…”

Section: Introductionmentioning

confidence: 99%

Early visual language skills affect the trajectory of literacy gains over a three-year period of time for preschool aged deaf children who experience signing in the home

Allen

Morere

2020

PLoS ONE

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Reading Efficiency of Deaf and Hearing People in Spanish

Cited by 24 publications

References 77 publications

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

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

¿El uso de implantes cocleares determina las estrategias lectoras de los estudiantes sordos?

Early visual language skills affect the trajectory of literacy gains over a three-year period of time for preschool aged deaf children who experience signing in the home

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