Phonology and Reading: Evidence from Profoundly Deaf Readers.
| Number | 706 |
|---|---|
| Year | 1990 |
| Drawer | 13 |
| Entry Date | 11/15/1999 |
| Authors | Hanson, V. L. |
| Contact | |
| Publication | In D. Shankweiler & I. Y. Liberman (Eds.), Phonology and Reading Disability: Solving the Reading Puzzle. (1989). IARLD Research Mongraph Series. Ann Arbor: Univeristy of Michigan Press |
| url | http://www.haskins.yale.edu/Reprints/HL0706.pdf |
| Abstract | The difficulties faced by prelingually profoundly hearing-impaired persons in learning to read English are discussed. Two opposing views have been developed of the role of phonological access in reading acquisition for these readers. In one view, access to phonological information is argued to be crucial to development of reading, & its importance is reflected in the generally low reading scores of hearing-impaired students. In the second view, access to phonological information is not seen as important in reading, & the ability of some deaf persons to read well is viewed as supporting this view. The question of how congenitally profoundly deaf students learn to read well is explored. A series of studies is informally reported that examined the reading performance of deaf college students (N not specified) for many of whom American Sign Language (ASL) was the native language. Evidence indicates that deaf readers can make use of phonological information & that this is a characteristic of good deaf readers. It is suggested that a phonological code may provide an efficient means of retaining the sequential information that is represented in English. The question of how these deaf learners acquire phonological sensitivity is considered. |
| Notes |
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