States' Reading Outcomes of Students Who Are d/Deaf and Hard of Hearing

Easterbrooks, Susan R.; Beal-Alvarez, Jennifer S.

doi:10.1353/aad.2012.1611

Cited by 60 publications

(61 citation statements)

References 42 publications

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“…Since the beginning of the 20th century, it has been well documented that many students with severe to profound hearing loss and some with a moderate loss-in the better unaided ear-graduate from high school (after 12-15 years of compulsory education) reading at about a 4 th grade level. Albeit this level seems to be improving [13,14], there are still pervasive challenges.The contributors to this Special Issue have attempted to address the development of language and literacy from several perspectives using either a professional review and/or a meta-analysis format. The complexity of understanding English language and literacy development has increased in light of the growing number of minorities, including immigrants, specifically the number of d/Dhh students whose home language is not English-that is, English language learners or English learners [15,16].…”

mentioning

confidence: 99%

Conclusion: Perspectives on Language, Literacy, and Deafness

Paul

Alqraini

2019

Education Sciences

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As indicated in this Special Issue, there has been much debate on the development of English language and literacy in d/Deaf and hard of hearing (d/Dhh) students. Questions remain on the nature of the first language and the relation of this language to the development of English literacy. There is also considerable controversy on the role of English phonology. Adding to the complexity is the increase of d/Dhh children for whom English is not the home language and the ongoing challenge of addressing the needs of those with disabilities or additional disabilities. After describing English literacy and the need for documenting desirable research characteristics, the authors of this conclusion article utilize a construct named the Qualitative Similarity Hypothesis (QSH) as the guiding framework for addressing issues such as the role of phonology and the nature of the through-the-air form of the language of print. The QSH asserts that d/Dhh students need to master the same set of fundamentals as typical English literacy learners. These fundamentals include code-related, language-related, and comprehension-related skills. One major assertion is that proficiency in the through-the-air form of English is essential for achieving proficiency in conventional English literacy skills. It is argued that the importance of English language proficiency has been emphasized in literacy models that delineate the strong connections among language, reading, and writing, even for second language learners of English or English learners. Another major assertion is that proficiency in English phonology is necessary (albeit not sufficient) for the development of emerging decoding skills. The use of English phonology facilitates the early and advanced literacy comprehension skills. The article concludes with recommendations for additional research, including the understanding of the visual representation of the structure of English, the development of comprehensive English language assessments, and the exploration of literacy-related skills such as decoding and comprehension. Finally, the validity of the QSH also needs to be further investigated.sections of a country. It should be acknowledged, however, that, in some countries, the relationship between the through-the-air and written forms is complex, due, in part, to the number of dialectical variations of speech or the encroachment of the influences of other languages on the mainstream society's language form [4,5]; also, see the review in [6], for Arabic as an example).Confining our emphasis to English, one of the major challenges for d/Dhh children and adolescents is to develop proficiency in literacy (reading and writing) skills in this majority language of society [7][8][9][10][11][12]. Since the beginning of the 20th century, it has been well documented that many students with severe to profound hearing loss and some with a moderate loss-in the better unaided ear-graduate from high school (after 12-15 years of compulsory education) reading at about a 4 th grade level. Albeit this lev...

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mentioning

confidence: 99%

Conclusion: Perspectives on Language, Literacy, and Deafness

Paul

Alqraini

2019

Education Sciences

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“…Estos resultados son similares a los obtenidos en investigaciones realizadas anteriormente (Chamberlain y Mayberry, 2000;Marschark y Harris, 1996;Musselman, 2000;Paul y Jackson, 1994;Perfetti y Sandak, 2000;Pérez y Domínguez, 2006;Traxler, 2000). Por otro lado, los estudiantes sordos que reciben ICs precozmente obtienen niveles lectores muy similares a los de los oyentes de su misma edad, resultados que también son similares a los obtenidos por otros estudios (Archbold et al, 2008;Domínguez et al, 2012;Domínguez et al, 2016;Dunn et al, 2014;Easterbrooks y Beal-Alvarez, 2012;Johnson y Goswami, 2010;Marschark et al, 2010), lo que pone de manifiesto la importancia de realizar los ICs de forma precoz.…”

Section: Discussionunclassified

¿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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“…Studies show that subsets of the DHH children seem to close the gap to NH children, especially those who have benefitted from early auditory stimulation and particularly in the younger school years (Easterbrooks & Beal-Alvarez, 2012;Geers, 2003). Still, other findings show that DHH children seem not to reach reading levels on a par with their hearing peers regardless degree of HL and early use of CI (Marschark, Sarchet, Convertino et al, 2012).…”

Section: Reading Acquisition In Dhh Childrenmentioning

confidence: 97%

Rethinking Sound : Computer-assisted reading intervention with a phonics approach for deaf and hard of hearing children using cochlear implants or hearing aids

Mentzer¹

2014

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In the present thesis, computer-assisted reading intervention with a phonics approach was examined in deaf and hard of hearing children (DHH) aged 5, 6 or 7 years old using cochlear implants, hearing aids or a combination of both. Children with normal hearing (NH), matched for non-verbal intelligence and age, served as a reference group. Deaf and hard of hearing children constitute a heterogenetic population regarding cognitive and academic achievement. Many of them do not reach age appropriate levels in language and reading ability during their school years, with negative consequences for later training facilities and job opportunities. Finding relevant intervention methods to promote early language learning and literacy development that are easy to implement is therefore of great importance. In this thesis three aspects of cognitive ability (phonological processing skills, lexical access and working memory capacity), and reading ability was examined at three points in time; baseline 1, pre intervention and post intervention. Additionally, computer-assisted training delivered by means of the Internet in the children’s homes was explored in order to determine whether it would be a useful and efficient method for the DHH population. Overall, the results from the present thesis support the notion that offering a computer-assisted intervention program delivered at home, is an alternative way to support not only NH children with reading difficulties but also to support DHH children’s phonological development and decoding proficiency.I denna avhandling undersöktes fonologisk lästräning vid datorn för döva och hörselskadade barn 5, 6 och 7 år gamla som använde cochleaimplantat, hörapparat eller en kombination av båda. Barn med normal hörsel som var matchade avseende icke-verbal intelligens och ålder utgjorde jämförelsegrupp. Döva och hörselskadade barn utgör en heterogen grupp avseende kognitiv förmåga och skolframgång. Många av dem når inte kraven för åldern avseende språk och läsförmåga under skoltiden vilket får negativa konsekvenser för senare utbildning och arbete. Att hitta relevanta interventionsmetoder för att främja tidig språkinlärning och läsutveckling som är lätta att genomföra, är därför av stor betydelse. I avhandlingen undersöktes tre aspekter av kognitiv förmåga (fonologisk bearbetningsförmåga, lexikal åtkomst och arbetsminneskapacitet) och läsförmåga vid tre tidpunkter; förtest 1, före intervention och efter intervention. Dessutom undersöktes om datorbaserad intervention som genomförs via Internet i hemmet, skulle vara en användbar och effektiv metod för döva och hörselskadade barn. Resultaten i stort visar att fonologisk lästräning vid datorn i barnens hem är en alternativ metod att stödja inte bara barn i risk att utveckla lässvårigheter, utan även döva och hörselskadade barns fonologi och avkodningsförmåga

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States' Reading Outcomes of Students Who Are d/Deaf and Hard of Hearing

Cited by 60 publications

References 42 publications

Conclusion: Perspectives on Language, Literacy, and Deafness

Conclusion: Perspectives on Language, Literacy, and Deafness

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

Rethinking Sound : Computer-assisted reading intervention with a phonics approach for deaf and hard of hearing children using cochlear implants or hearing aids

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