Phonology and reading: A response to Wang, Trezek, Luckner, and Paul

American Annals of the Deaf

Volumn 154, Issue 4, 2009, Pages 338-345

  Allen, Thomas E ^a   Clark, M Diane ^a   Del Giudice, Alex ^a   Koo, Daniel ^a   Lieberman, Amy ^a   Mayberry, Rachel ^a   Miller, Paul ^a,b  

^a GALLAUDET UNIVERSITY   (United States)

^b UNIVERSITY OF HAIFA   (Israel)

Author keywords

[No Author keywords available]

Indexed keywords

ADOLESCENT; ARTICLE; ASSOCIATION; AUDITORY REHABILITATION; AWARENESS; CHILD; COMPREHENSION; CURRICULUM; EDUCATION; EDUCATIONAL STATUS; HEARING IMPAIRMENT; HUMAN; LIP READING; PATIENT; PHONETICS; READING; STUDENT; VISION;

ADOLESCENT; AWARENESS; CHILD; COMPREHENSION; CUES; CURRICULUM; DEAFNESS; EDUCATION, SPECIAL; EDUCATIONAL MEASUREMENT; EDUCATIONAL STATUS; HEARING IMPAIRED PERSONS; HUMANS; LIPREADING; PHONETICS; READING; REHABILITATION OF HEARING IMPAIRED; STUDENTS; VISUAL PERCEPTION;

EID: 75649110427     PISSN: 0002726X     EISSN: 15430375     Source Type: Journal    
DOI: 10.1353/aad.0.0109     Document Type: Article

References (74)

1. Alegria, J. (1998). The origin and functions of phonological representations in deaf people. In C. Hulme & R. M. Joshi (Eds.), Reading and spelling: Development and disorders (pp. 263-286). Mahwah, NJ: Erlbaum.
2. Camilli, G., Wolfe, P. M., & Smith, M. L. (2006). Meta-analysis and reading policy: Perspectives on teaching children to read. Elementary School Journal, 107, 27-36.
3. Campbell, R., & Wright, H. (1988). Deafness, spelling, and rhyme: How spelling supports written word and picture rhyming skills in deaf subjects. Quarterly Journal of Experimental Psychology, 40, 771-788.
4. Center for Teaching and Learning. (n.d.). Alphabetic principle. Available at a University of Oregon website: http://reading.uoregon.edu/big-ideas/au/au- what.php
5. Chamberlain, C. (2002). Reading skills of deaf adults who sign: Good and poor readers compared. Unpublished doctoral dissertation, McGill University, Montreal, Canada.
6. Charlier, B. L., & Leybaert, J. (2000). The rhyming skills of deaf children educated with phonetically augmented speechreading. Quarterly Journal of Experimental Psychology, 53, 349-375.
7. Clark, M. D. (1993). A contextual/interactionist model and its relationship to deafness research. In M. Marschark & M. D. Clark (Eds.), Psychological perspectives on deafness (pp. 353-362). Hillsdale, NJ: Erlbaum.
8. Clark, M. D., Begue, J., Gilbert, G., & Weber, B. (2008, May). The guessing game: The effect of morpho-graphemic organization on word attack skills. Poster presented at the annual meeting of the Association for Psychological Science, Chicago.
9. 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.
10. Conrad, R. (1979). The deaf schoolchild: Language and cognitive function. London: Harper & Row.
11. Cornett, R. O. (1967). Cued Speech. American Annals of the Deaf, 112(1), 3-13.
12. Cornett, R. O., & Daisey, M. E. (1992). The Cued Speech resource book for parents of deaf children. Raleigh, NC: National Cued Speech Association.
13. Cummins, J. (1989). A theoretical framework for bilingual special education. Exceptional Children, 56, 111-119.
14. Del Giudice, A., Lieberman, A., & Mayberry, R. (2008, October). Do phonological awareness and coding predict reading skill in deaf readers? A meta-analysis. Paper presented at the Boston University Conference on Language Development.
15. Ehri, L. (1992). Reconceptualizing the development of sight word reading and its relationship to recoding. In P. Gough, L. Ehri, & R. Treiman (Eds.), Reading acquisition (pp. 107-143). Hillsdale, NJ. Erlbaum.
16. Fleetwood, E., & Metzger, M. (1998). Cued language structure. Silver Spring, MD: Calliope Press.
17. Frith, U. (1985). Beneath the surface of developmental dyslexia. In K. Patterson, J. Marshall, & M. Coltheart (Eds.), Surface dyslexia: Neurological and cognitive studies of phonological reading (pp. 301-330). Hillsdale, NJ: Erlbaum.
18. Gaustad, M. (2000). Morphographic analysis as a word-identification strategy for deaf readers. Journal of Deaf Studies and Deaf Education, 5(1), 61-80.
19. Gottlieb, G. (1983). The psychobiological approach to development issues. In M. M. Haith & J. J. Campos (Eds.), Handbook of child psychology: Infancy and biological bases (4th ed., Vol. 2, pp. 1-26). New York: Wiley.
20. Hammill, D. D., & Swanson, H. L. (2006). The National Reading Panel's meta-analysis of phonics instruction: Another point of view. Elementary School Journal, 107, 17-26.
21. Hanson, V. L. (1989). Phonology and reading: Evidence from profoundly deaf readers. In D. Shankweiler & I. Liberman (Eds.), Phonology and reading disability: Solving the reading puzzle (pp. 69-89). Ann Arbor: University of Michigan Press.
22. Hanson, V. L., & Fowler, C. A. (1987). Phonological coding in word reading: Evidence from hearing and deaf readers. Memory and Cognition, 15, 199-207.
23. Hanson, V. L., & McGarr, N. S. (1989). Rhyme generation by deaf adults. Journal of Speech and Hearing Research, 32, 2-11.
24. Harris, M., & Beech, J. R. (1998). Implicit phonological awareness and early reading development in prelingually deaf children. Journal of Deaf Studies and Deaf Education 3(3), 205-216.
25. Hauser, P. C., Lukomski, J., & Hillman, T. (2008). Development of deaf and hard-of-hearing students' executive function. In M. Marschark, & P. C. Hauser (Eds.), Deaf cognition: Foundations and outcomes (pp. 286-308). New York: Oxford University Press.
26. Izzo, A. (2002). Phonemic awareness and reading ability: An investigation with young readers who are deaf. American Annals of the Deaf, 147(4), 18-28.
27. Koo, D., Crain, K., LaSasso, C., & Eden, G. (2008). Phonological awareness and short-term memory in hearing and deaf individuals of different communication backgrounds. Annals of the New York Academy of Sciences, 1145, 83-99.
28. Koo, D., & Supalla, T. (in press). Psycholinguistic study of phonological processes in deaf adult cuers. In C. LaSasso, K. Crain, & J. Leybaert (Eds.), Advances in Cued Speech and cued language for deaf and hard of hearing children. San Diego, CA: Plural Publishing.
29. Krashen, S. (1999). Training in phonemic awareness: Greater on tests of phonemic awareness. Perceptual and Motor Skills, 93, 356-358.
30. Krashen, S. (2001). Does pure phonemic training affect reading comprehension? Perceptual and Motor Skills, 89, 412-416.
31. Krashen, S. (2002). Phonemic awareness training necessary? Reading Research Quarterly, 37, 128.
32. 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(3), 273-288.
33. Ladd, P. (2003). Understanding deaf culture: In search of deafhood. Clevedon, England: Multilingual Matters.
34. LaSasso, C., Crain, K. L., & Leybaert, J. (2003a). Research and theory support Cued Speech. Odyssey, 5(1), 30-35.
35. LaSasso, C., Crain, K. L., & Leybaert, J. (2003b). Rhyme generation in deaf students: The effect of exposure to Cued Speech. Journal of Deaf Studies and Deaf Education, 8(3), 250-270.
36. LaSasso, C., & Metzger, M. (1998). An alternate route for preparing deaf children for bi-bi programs: The home language as L1 and Cued Speech for conveying traditionally spoken languages. Journal of Deaf Studies and Deaf Education, 3(4), 265-289.
37. Leybaert, J. (1993). Reading in the deaf: The roles of phonological codes. In M. Marschark & M. D. Clark (Eds.), Psychological perspectives on deafness (pp. 269-309). Hillsdale, NJ: Erlbaum.
38. Leybaert, J. (2000). Phonology acquired through the eyes and spelling in deaf children. Journal of Experimental Child Psychology, 75, 291-318.
39. Leybaert, J., & Alegria, J. (1993). Is word processing involuntary in deaf children? British Journal of Developmental Psychology, 11, 1-29.
40. Leybaert, J., & Lechat, J. (2001). Variability in deaf children's spelling: The effect of language experience. Journal of Educational Psychology, 93, 554-562.
41. Luetke-Stahlman, B., & Nielsen, D. C. (2003). The contribution of phonological awareness and receptive and expressive English to the reading ability of deaf students with varying degrees of exposure to accurate English. Journal of Deaf Studies and Deaf Education, 8(4), 464-484.
42. Marschark, M., & Harris, M. (1996). Success and failure in learning to read: The special case of deaf children. In C. Cornoldi & J. Oakhill (Eds.), Reading comprehension difficulties: Processes and intervention (pp. 279-300). Mahwah, NJ: Erlbaum.
43. McGurk, H., & MacDonald, J. (1976). Hearing lips and seeing voices. Nature, 264, 746-748.
44. 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.
45. 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.
46. 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(4), 312-329.
47. 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.
48. Miller, P. (2004b). Processing of written words by individuals with prelingual deafness. Journal of Speech, Language, and Hearing Research, 47, 979-989.
49. Miller, P. (2005a). 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(3), 305-323.
50. Miller, P. (2005b). Reading experience and changes in the processing of letters, written words, and pseudohomophones: Comparing fifth-grade students and university students. Journal of Genetic Psychology, 166(4), 407-434.
51. Miller, P. (2005c). What the word processing skills of prelingually deafened readers tell about the roots of dyslexia. Journal of Developmental and Physical Disabilities, 17(4), 369-393.
52. Miller, P. (2006a). Processing unpointed Hebrew: What can we learn from determining identicalness of monosyllabic and bisyllabic nouns? Journal of Psycholinguistic Research, 35(3), 267-283.
53. Miller, P. (2006b). What the processing of real words and pseudohomophones can tell us about the development of orthographic knowledge in prelingually deafened individuals. Journal of Deaf Studies and Deaf Education, 11(1), 21-38.
54. Miller, P. (2006c). What the visual recognition skills of prelingually deafened readers tell about their reading comprehension problems. Journal of Developmental and Physical Disabilities, 18(2), 91-121.
55. 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(4), 385-408.
56. 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(2), 184-208.
57. Miller, P. (2009). The nature and efficiency of the word reading strategies of orally raised deaf students. Journal of Deaf Studies and Deaf Education, 14(3), 344-361.
58. Musselman, C. (2000). How do children who can't hear read an alphabetic script? A review of the literature on reading and deafness. Journal of Deaf Studies and Deaf Education, 5(1), 9-31.
59. Narr, R. F. (2008). Phonological awareness and decoding in deaf/hard-of-hearing students who use Visual Phonics. Journal of Deaf Studies and Deaf Education, 13(3), 405-416.
60. National Cued Speech Association. (n.d.). What is Cued Speech? Available at the National Cued Speech Association website: http://www.cuedspeech.org
61. National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups (National Institutes of Health Publication No. 00-4754). Washington, DC: U.S. Government Printing Office.
62. Niemi, P., Poskiparta, E., & Vauras, M. (2001). Benefits of training in linguistic awareness dissipate by grade 3? Psychology: The Journal of the Hellenic Psychological Society, 8, 330-337.
63. Paivio, A., & Begg, I. (1981). Psychology of language. Englewood Cliffs, NJ: Prentice Hall.
64. Paul, P. (2001). Language and deafness (3rd ed.). San Diego, CA: Singular.
65. Paul, P. (2003). Processes and components of reading. In M. Marschark & P. Spencer (Eds.), Handbook of deaf studies, language, and education (pp. 97-109). New York: Oxford University Press.
66. Paul, P. (2008). Introduction: Reading and children with disabilities. Journal of Balanced Reading Instruction, 15(2), 1-12.
67. Potter, M. C. (2006). Competition for attention in space and time: The first 200 ms. In H. Ogmen & B. G. Breitmeyer (Eds.), The first half second: The microgenesis and temporal dynamics of unconscious and conscious visual processes (pp. 207-224). Cambridge, MA: MIT Press.
68. Potter, M. C., & Fox, L. (2009). Detecting and remembering simultaneous pictures in RSVP. Journal of Experimental Psychology: Human Perception and Performance, 35, 28-38.
69. Share, D. L. (2008). On the Anglocentricities of current reading research and practice: The perils of overreliance on an "outlier" orthography. Psychological Bulletin, 134, 584-615.
70. Stokoe, W. C. (1960). Sign language structure (Studies in Linguistics: Occasional Paper No. 8). Buffalo, NY: University of Buffalo.
71. 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(1), 2-40.
72. Wang, Y., Trezek, B. J., Luckner, J., & Paul, P. V. (2008). The role of phonology and phonologically related skills in reading instruction for students who are deaf or hard of hearing. American Annals of the Deaf, 153(4), 396-407.
73. 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.
74. Wyble, B., Bowman, H., & Potter, M. C. (2009). Categorically defined targets trigger spatiotemporal attention. Journal of Experimental Psychology: Human Perception and Performance, 35, 324-337.