The nature and efficiency of the word reading strategies of orally raised deaf students

Journal of Deaf Studies and Deaf Education

Volumn 14, Issue 3, 2009, Pages 344-361

  Miller, Paul ^a  

^a UNIVERSITY OF HAIFA   (Israel)

Author keywords

[No Author keywords available]

Indexed keywords

ADOLESCENT; ARTICLE; COMPARATIVE STUDY; COMPREHENSION; DECISION MAKING; FEMALE; HEARING IMPAIRMENT; HUMAN; LANGUAGE; MALE; PHONETICS; READING;

ADOLESCENT; COMPREHENSION; DEAFNESS; FEMALE; HUMANS; JUDGMENT; LANGUAGE; MALE; PHONETICS; READING;

EID: 67449098381     PISSN: 10814159     EISSN: 14657325     Source Type: Journal    
DOI: 10.1093/deafed/enn044     Document Type: Article

References (66)

1. American National Standards Institute. (1989). Specifications for audiometers (ANSI S3.6-1989). New York: ANSI.
2. Bonvillian, J. D. (1983). Effects of signability and imagery on word recall of deaf and hearing students. Perceptual and Motor Skills, 56 775-791.
3. Campbell, R., & Wright, H. (1988). Deafness, spelling and rhyme: How spelling supports written word and picture rhyming skills in deaf subjects. The Quarterly Journal of Experimental Psychology A: Human Experimental Psychology, 40, 771-788.
4. Charlier, B. L., & Leybaert, J. (2000). The rhyming skills of deaf children educated with phonetically augmented speech reading. The Quarterly Journal of Experimental Psychology, 53, 349-375.
5. Colin, S., Magnan, A., Ecalle, J., & Leybaert, J. (2007). Relation between deaf children's phonological skills in kindergarten and word recognition performance in first grade. Journal of Child Psychology and Psychiatry, 48, 139-146.
6. Conrad, R. (1979). The deaf school child. London: Harper & Row.
7. Dyer, A., MacSweeney, M., Szczerbinski, M., & Campbell, R. (2003). Predictors of reading delay in deaf adolescents: The relative contributions of rapid automatized naming speed and phonemic awareness and decoding. Journal of Deaf Studies and Deaf Education, 8, 215-229.
8. Ehri, L. C., Nunes, S. R., Stahl, S. A., & Willows, D. M. (2001). Systematic phonic instruction helps students learn to read: Evidence from the National Reading Panel's meta-analysis. Review of Educational Research, 71, 393-447.
9. Frost, R. (1998). Toward a strong phonological theory of visual word recognition: True issues and false trials. Psychological Bulletin, 123, 71-99.
10. Hanson, V. L. (1982). Short-term recall by deaf signers of American Sign Language: Implications of encoding strategy for order recall. Journal of Experimental Psychology: Learning, Memory, and Cognition, 8, 572-583.
11. Hanson, V. L. (1989). Phonology and reading: Evidence from profoundly deaf readers. In E. Y. Liberman & D. Shankweiler (Eds.), Phonology and reading disability: Solving the reading puzzle (pp. 69-89). Ann Arbor, MI: University of Michigan Press.
12. Hanson, V. L., & Fowler, C. A. (1987). Phonological coding in word reading: Evidence from hearing and deaf readers. Memory & Cognition, 15, 199-207.
13. Hanson, V. L., Liberman, I. Y., & Shankweiler, D. (1984). Linguistic coding in deaf children in relation to beginning reading success. Journal of Experimental Child Psychology, 37, 378-393.
14. Hanson, V. L., & Lichtenstein, E. H. (1990). Short-term memory coding by deaf signers: The primary language coding hypothesis reconsidered. Cognitive Psychology, 22, 211-224.
15. Hanson, V. L., & McGarr, N. S. (1989). Rhyme generation by deaf adults. Journal of Speech and Hearing Research, 32, 2-11.
16. Harris, M., & Moreno, C. (2006). Speech reading and learning to read: A comparison of 8-year old profoundly deaf children with good and poor reading ability. Journal of Deaf Studies and Deaf Education, 11, 189-201.
17. Hatcher, C., & Robbins, N. (1978). The development of reading skills in hearing-impaired children. Cedar Falls, IA: University of Northern Iowa. (ERIC Document Reproduction Service No. ED 167 960).
18. Holt, J. A. (1993). Stanford Achievement Test (8th ed.): Reading comprehension subgroup results. American Annals of the Deaf, 138, 172-175.
19. Hulme, C., Snowling, M., Caravolas, M., & Carroll, J. (2005). Phonological skills are (probably) one cause of success in learning to read: A comment on Castles and Coltheart. Scientific Studies of Reading, 9, 351-365.
20. Izzo, A. (2002). Phonemic awareness and reading ability: An investigation with young readers who are deaf. American Annals of the Deaf, 147, 18-29.
21. Jackson, N. E., & Coltheart, M. (2001). Routes to reading success and failure: Toward an integrated cognitive psychology of atypical reading New York: Psychological Press.
22. Kelly, L. P., & Barac-Cikoja, D. (2007). The comprehension of skilled deaf readers: The roles of word recognition and other potentially critical aspects of competence. In J. Oakhill & K. Cain (Eds.), Children's comprehension problems in oral and written language: A cognitive perspective (pp. 244-280). New York: Guilford Press.
23. Krakow, R. A., & Hanson, V. L. (1985). Deaf signers and serial recall in the visual modality: Memory for signs, fingerspelling, and print. Memory & Cognition, 13, 265-272.
24. Kyle, F. E., & Harris, M. (2006). Concurrent correlates and predictors of reading and spelling achievement in deaf and hearing school children. Journal of Deaf Studies and Deaf Education, 11, 273-288.
25. Leybaert, J., & Alegria, J. (1993). Is word processing involuntary in deaf children? British Journal of Developmental Psychology, 11, 1-29.
26. Miller, P. (1997). The effect of communication mode on the development of phonemic awareness in prelingually deaf students. Journal of Speech and Hearing Research, 40, 1151-1163.
27. Miller, P. (2000). Syntactic and semantic processing in deaf and hearing readers. American Annals of the Deaf, 145, 436-448.
28. Miller, P. (2001). Communication mode and the information processing capacity of Hebrew readers with prelingually acquired deafness. Journal of Developmental and Physical Disabilities, 13, 83-96.
29. Miller, P. (2002). Communication mode and the processing of printed words: Evidence from readers with prelingually acquired deafness. Journal of Deaf Studies and Deaf Education, 7, 312-329.
30. Miller, P. (2004a). Processing of written word and non-word visual information by individuals with prelingual deafness. Journal of Speech, Language, and Hearing Research, 47, 990-1000.
31. Miller, P. (2004b). Processing of written words by individuals with prelingual deafness. Journal of Speech, Language, and Hearing Research, 47, 979-989.
32. Miller, P. (2005a). Changes in the processing of letters, written words, and pseudo-homophones: A comparison of fifth graders and university students. Journal of Genetic Psychology, 164, 407-434.
33. Miller, P. (2005b). Reading comprehension and its relation to the quality of functional hearing: Evidence from readers with different functional hearing abilities. American Annals of the Deaf, 150, 305-323.
34. Miller, P. (2005c). What the word recognition skills of prelingually deafened readers tell about the roots of dyslexia. Journal of Developmental and Physical Disabilities, 17, 369-393.
35. Miller, P. (2006a). What the processing of real words and pseudohomophones tell about the development of orthographic knowledge in prelingually deafened individuals. Journal of Deaf Studies and Deaf Education, 11, 21-38.
36. Miller, P. (2006b). What the visual word recognition skills of prelingually deafened readers tell about their reading comprehension problems. Journal of Developmental and Physical Disabilities, 18, 91-121.
37. Miller, P. (2007a). The role of phonology in the word decoding skills of poor readers: Evidence from individuals with prelingual deafness or diagnosed dyslexia. Journal of Developmental and Physical Disabilities, 19, 385-408.
38. Miller, P. (2007b). The role of spoken and sign language in the retention of written words by prelingually deafened native signers. Journal of Deaf Studies and Deaf Education, 12, 184-208.
39. Miller, P. (2008). Orthographic and phonemic awareness and their relation to reading comprehension in individuals with prelingual deafness: What can we learn from skilled readers? Manuscript submitted for publication.
40. Monreal, S. T., & Hernandez, R. S. (2005). Reading levels of Spanish deaf students. American Annals of the Deaf, 150, 379-387.
41. Musselman, C. (2000). How do children who can't hear learn to read an alphabetic script? A review of the literature on reading and deafness. Journal of Deaf Studies and Deaf Education, 5, 11-31.
42. Nielsen, D. C., & Luetke-Stahlman, B. (2002). Phonological awareness: One key to the reading proficiency of deaf children. American Annals of the Deaf, 147, 11-19.
43. Padden, C. A., & Hanson, V. (2000). Search for the missing link: The development of skilled reading in deaf children. In K. Emmorey & H. Lane (Eds.), The signs of language revised: An anthology to honor Ursula Bellugi and Edward Klima (pp. 435-447). Mahwah, NJ: Erlbaum.
44. Perfetti, C. A., & Sandak, R. (2000). Reading optimally builds on spoken language: Implications for deaf readers. Journal of Deaf Studies and Deaf Education, 5, 32-50.
45. Pintner, R., & Patterson, D. (1916). A measure of the language ability of deaf children. Psychological Review, 23, 413-436.
46. Posner, M. I., & Mitchell, R. F. (1967). Chronometric analysis of classification. Psychological Review, 74, 392-409.
47. Quigley, S., Power, D., & Steinkamp, M. (1977). The language structure of deaf children. Volta Review, 79, 73-84.
48. Ramus, F., Pidgeon, E., & Frith, U. (2003). The relationship between motor control and phonology in dyslexic children. Journal of Child Psychology and Psychiatry, 44, 712-722.
49. Report of the National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.
50. Share, D. L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55, 151-218.
51. Share, D. L. (2004). Orthographic learning at a glance: On the time course and developmental onset of self-teaching. Journal of Experimental Child Psychology, 87, 267-298.
52. Shaywitz, S. E., & Shaywitz, B. A. (2005). Dyslexia (specific reading disability). Biological Psychiatry, 57, 1301-1309.
53. Shimron, J. (1993). The role of vowels in reading: A review of studies of English and Hebrew. Psychological Bulletin, 114, 52-67.
54. Siedlecki, T., Votaw, M. C., Bonvillian, J. D., & Jordan, I. K. (1990). The effects of manual interference and reading level on deaf subjects' recall of word lists. Applied Psycholinguistics, 11, 185-199.
55. Snow, C. E., Burns, M. S., & Griffin, P. (1998). Preventing reading difficulties in young children. Washington, DC: National Academic Press.
56. Stern, A., & Goswami, U. (2000). Phonological awareness of syllables, rhymes, and phonemes in deaf children. Journal of Child Psychology and Psychiatry, 41, 609-626.
57. Stokoe, W. C. (2005). Sign language structure: An outline of the visual communication system of the American deaf. Journal of Deaf Studies and Deaf Education, 10, 3-37.
58. Sutcliffe, A., Dowker, A., & Campbell, R. (1999). Deaf children's spelling: Does it show sensitivity to phonology? Journal of Deaf Studies and Deaf Education, 4, 111-123.
59. Transler, C., Leybaert, J., & Gombert, J. E. (1999). Do deaf children use phonological syllables as reading units? Journal of Deaf Studies and Deaf Education, 4, 124-143.
60. Traxler, C. (2000). The Stanford Achievement Test (9th ed.): National norming and performance standards for deaf and hard-of-hearing students. Journal of Deaf Studies and Deaf Education, 5, 337-345.
61. Trezek, B. J., & Malmgren, K. W. (2005). The efficacy of utilizing a phonics treatment package with middle school deaf and hard of hearing students. Journal of Deaf Studies and Deaf Education, 10, 256-271.
62. Trezek, B. J., & Wang, Y. (2006). Implications of utilizing a phonics-based reading curriculum with children who are deaf or hard of hearing. Journal of Deaf Studies and Deaf Education, 11, 202-213.
63. Troia, G. (2004). Phonological processing and its influence on literacy learning. In C. Stone, E. Silliman, B. Ehren, & K. Appel (Eds.), Handbook of language and literacy: Development and disorders (pp. 271-301). New York: Guilford Press.
64. Vellutino, F. R., Fletcher, J. M., Snowling, M. J., & Scanlon, D. M. (2004). Specific reading disability (dyslexia): What have we learned in the past four decades? Journal of Child Psychology and Psychiatry, 45 2-40.
65. Wauters, L. N., Van Bon, W. H. J., & Telling, A. E. J. M. (2006). The reading comprehension of Dutch deaf children. Reading and Writing, 19 49-76.
66. Wolk, S., & Allen, T. E. (1984). A 5-year follow-up of reading-comprehension achievement of hearing-impaired students in special education programs. Journal of Special Education, 18, 161-176.