Linguistic coding by deaf children in relation to beginning reading success
The coding of printed letters in a task of consonant recall was examined in relation to the level of success of prelingually and profoundly deaf children (median age 8.75 years) in beginning reading. As determined by recall errors, the deaf children who were classified as good readers appeared to us...
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| Veröffentlicht in: | Journal of experimental child psychology 1984-04, Vol.37 (2), p.378-393 |
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| container_end_page | 393 |
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| container_title | Journal of experimental child psychology |
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| creator | Hanson, Vicki L. Liberman, Isabelle Y. Shankweiler, Donald |
| description | The coding of printed letters in a task of consonant recall was examined in relation to the level of success of prelingually and profoundly deaf children (median age 8.75 years) in beginning reading. As determined by recall errors, the deaf children who were classified as good readers appeared to use both speech and fingerspelling (manual) codes in short-term retention of printed letters. In contrast, deaf children classified as poor readers did not show influence of either of these linguistically based codes in recall. Thus, the success of deaf children in beginning reading, like that of hearing children, appears to be related to the ability to establish and make use of linguistically recoded representations of the language. Neither group showed evidence of dependence on visual cues for recall. |
| doi_str_mv | 10.1016/0022-0965(84)90010-9 |
| format | Article |
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Neither group showed evidence of dependence on visual cues for recall.</description><identifier>ISSN: 0022-0965</identifier><identifier>EISSN: 1096-0457</identifier><identifier>DOI: 10.1016/0022-0965(84)90010-9</identifier><identifier>PMID: 6726116</identifier><identifier>CODEN: JECPAE</identifier><language>eng</language><publisher>San Diego, CA: Elsevier Inc</publisher><subject>Biological and medical sciences ; Child ; Deafness - psychology ; Dyslexia - psychology ; Fundamental and applied biological sciences. Psychology ; Handicap ; Humans ; Phonetics ; Psychology and medicine ; Psychology. Psychoanalysis. Psychiatry ; Psychology. 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As determined by recall errors, the deaf children who were classified as good readers appeared to use both speech and fingerspelling (manual) codes in short-term retention of printed letters. In contrast, deaf children classified as poor readers did not show influence of either of these linguistically based codes in recall. Thus, the success of deaf children in beginning reading, like that of hearing children, appears to be related to the ability to establish and make use of linguistically recoded representations of the language. Neither group showed evidence of dependence on visual cues for recall.</description><subject>Biological and medical sciences</subject><subject>Child</subject><subject>Deafness - psychology</subject><subject>Dyslexia - psychology</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Handicap</subject><subject>Humans</subject><subject>Phonetics</subject><subject>Psychology and medicine</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>Reading</subject><subject>Retention (Psychology)</subject><subject>Sign Language</subject><issn>0022-0965</issn><issn>1096-0457</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>1984</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><recordid>eNp9kE1r3DAQhkVoSbab_IMEfAilPbgZybI-LoEQmrR0IZfchTwepypeOZHsQv597d1ljz2NRvO8w_AwdsnhGweubgCEKMGq-ouRXy0Ah9KesBWfv0qQtf7AVkfkjH3K-c_McCWrU3aqtFDze8V-bUJ8mUIeAxY4tHNTNO9FS74r8Hfo20SxCLFI1PsxDLEYh6KhlxDjQibyu0SeECnnc_ax832mi0Nds-eH78_3P8rN0-PP-7tNibIWY6lAa6pMTVZwa6CpRY1ee-QcVd2A1E3XgK4sAVHbCDCEJGQFtTJKkKnW7PN-7Wsa3ibKo9uGjNT3PtIwZWc4aAtyAeUexDTknKhzrylsfXp3HNyi0C1-3OLHGel2Cp2dY1eH_VOzpfYYOjib59eHuc_o-y75iCEfMasqo6Gasds9RrOKv4GSyxgoIrUhEY6uHcL_7_gHhJSLyA</recordid><startdate>198404</startdate><enddate>198404</enddate><creator>Hanson, Vicki L.</creator><creator>Liberman, Isabelle Y.</creator><creator>Shankweiler, Donald</creator><general>Elsevier Inc</general><general>Elsevier</general><scope>IQODW</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7X8</scope></search><sort><creationdate>198404</creationdate><title>Linguistic coding by deaf children in relation to beginning reading success</title><author>Hanson, Vicki L. ; Liberman, Isabelle Y. ; Shankweiler, Donald</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c452t-6077e385e921980b525ca7ac11c65b047bfb0739e0eedb208ece243056862e83</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>1984</creationdate><topic>Biological and medical sciences</topic><topic>Child</topic><topic>Deafness - psychology</topic><topic>Dyslexia - psychology</topic><topic>Fundamental and applied biological sciences. Psychology</topic><topic>Handicap</topic><topic>Humans</topic><topic>Phonetics</topic><topic>Psychology and medicine</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychology. Psychophysiology</topic><topic>Reading</topic><topic>Retention (Psychology)</topic><topic>Sign Language</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Hanson, Vicki L.</creatorcontrib><creatorcontrib>Liberman, Isabelle Y.</creatorcontrib><creatorcontrib>Shankweiler, Donald</creatorcontrib><collection>Pascal-Francis</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>MEDLINE - Academic</collection><jtitle>Journal of experimental child psychology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Hanson, Vicki L.</au><au>Liberman, Isabelle Y.</au><au>Shankweiler, Donald</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Linguistic coding by deaf children in relation to beginning reading success</atitle><jtitle>Journal of experimental child psychology</jtitle><addtitle>J Exp Child Psychol</addtitle><date>1984-04</date><risdate>1984</risdate><volume>37</volume><issue>2</issue><spage>378</spage><epage>393</epage><pages>378-393</pages><issn>0022-0965</issn><eissn>1096-0457</eissn><coden>JECPAE</coden><abstract>The coding of printed letters in a task of consonant recall was examined in relation to the level of success of prelingually and profoundly deaf children (median age 8.75 years) in beginning reading. As determined by recall errors, the deaf children who were classified as good readers appeared to use both speech and fingerspelling (manual) codes in short-term retention of printed letters. In contrast, deaf children classified as poor readers did not show influence of either of these linguistically based codes in recall. Thus, the success of deaf children in beginning reading, like that of hearing children, appears to be related to the ability to establish and make use of linguistically recoded representations of the language. Neither group showed evidence of dependence on visual cues for recall.</abstract><cop>San Diego, CA</cop><pub>Elsevier Inc</pub><pmid>6726116</pmid><doi>10.1016/0022-0965(84)90010-9</doi><tpages>16</tpages></addata></record> |
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| ispartof | Journal of experimental child psychology, 1984-04, Vol.37 (2), p.378-393 |
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| source | MEDLINE; ScienceDirect Journals (5 years ago - present) |
| subjects | Biological and medical sciences Child Deafness - psychology Dyslexia - psychology Fundamental and applied biological sciences. Psychology Handicap Humans Phonetics Psychology and medicine Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Reading Retention (Psychology) Sign Language |
| title | Linguistic coding by deaf children in relation to beginning reading success |
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