Improving phonological skills and reading comprehension in deaf children: A new multisensory approach

References

• Alegría, J., Leybaert, J., Charlier, B., & Hage, C. (1992). On the origin of phonological representations in the deaf: Hearing lips and hands. In J. Alegría, D. Holender, J. Morais, & M. Radeau (Eds.), Analytic approaches to human cognition, 119-144. Elsevier.
   Google Scholar
• Alegría, J., Carrillo, M. S., Rueda, M. I., & Domínguez-Gutiérrez, A. B. (2020). Lectura de oraciones en español: Similitudes y diferencias interesantes entre niños con dislexia y niños con sordera. Anales de Psicología/Annals of Psychology, 36(2), 295–303. https://doi.org/10.6018/analesps.396841
   Google Scholar
• Bell, N., Angwin, A. J., Wilson, W. J., & Arnott, W. L. (2019). Reading development in children with cochlear implants who communicate via spoken language: A psycholinguistic investigation. Journal of Speech, Language, and Hearing Research, 62(2), 456–469. https://doi.org/10.1044/2018_JSLHR-H-17-0469
   PubMed Web of Science ®Google Scholar
• Bellugi, U., Klima, E., & Siple, P. (1975). Remembering in signs. Cognition, 3(2), 93–125. https://doi.org/10.1016/0010-0277(74)90015-8
   Web of Science ®Google Scholar
• Blythe, H. I., Dickins, J. H., Kennedy, C. R., & Liversedge, S. P. (2018). Phonological processing during silent reading in teenagers who are deaf/hard of hearing: An eye movement investigation. Developmental Science, 21(5), e12643. https://doi.org/10.1111/desc.12643
   PubMed Web of Science ®Google Scholar
• Briesemeister, B. B., Hofmann, M. J., Tamm, S., Kuchinke, L., Braun, M., & Jacobs, A. M. (2009). The pseudohomophone effect: Evidence for an orthography–phonologyconflict. Neuroscience Letters, 455(2), 124–128. https://doi.org/10.1016/j.neulet.2009.03.010
   PubMed Web of Science ®Google Scholar
• Brown, L., Sherbenou, R. J., & Johnsen, S. K. (2000). TONI2. Test de Inteligencia No Verbal. Apreciaci’ón de la habilidad cognitiva sin influencia del lenguaje. TEA.
   Google Scholar
• Coltheart, V., Laxon, V., Rickard, M., & Elton, C. (1988). Phonological recoding in reading for meaning by adults and children. Journal of Experimental Psychology: Learning, Memory, and Cognition, 14 (3), 387–397. https://doi.org/10.1037/0278-7393.14.3.387
   Web of Science ®Google Scholar
• Coltheart, M., Rastle, K., Perry, C., Langdon, R., & Ziegler, J. (2001). DRC: A dual route cascaded model of visual word recognition and reading aloud. Psychological Review, 108(1), 204–256. https://doi.org/10.1037/0033-295x.108.1.204
   PubMed Web of Science ®Google Scholar
• Coltheart, M. (2005). Modelling reading: The dual-route approach. In M. J. Snowling & C. Hulme (Eds.), The Science of Reading: A handbook (pp. 6–23). Blackwell.
   Google Scholar
• Conrad, R. (1979). The Deaf Schoolchild. Harper and Row.
   Google Scholar
• Cuetos, F., Rodríguez, B., Ruano, E., & Arribas, D. (2007). PROLEC-R. Batería de Evaluación de los Procesos Lectores – Revisada. TEA.
   Google Scholar
• Cuetos, F. (2008). Psicología de la lectura. Wolters Kluwer educación.
   Google Scholar
• Daza, M. T., Ruiz-Cuadra, M. M., & Rodríguez-Cerezo, M. A. (2014). Recodificación fonológica para el reconocimiento de palabras escritas en niños sordos. In A. E. de Logopedia & F. Y. Audiología (Eds.), Logopedia: Evolución, Transformación y Futuro (pp. 219–229). AELFA.
   Google Scholar
• De la Cruz, M. V. (2002). Pruebas de Lectura. Niveles 1 y 2. TEA.
   Google Scholar
• De la Cruz, M. V. (2005). Evaluación de la Comprensión Lectora (ECL-2). TEA.
   Google Scholar
• Fariña, N., Duñabeitia, J. A., & Carreiras, M. (2017). Phonological and orthographic coding in deaf skilled readers. Cognition, 168, 27–33. https://doi.org/10.1016/j.cognition.2017.06.015
   PubMed Web of Science ®Google Scholar
• Fletcher, M. D., Mills, S. R., & Goehring, T. (2018). Vibro-tactile enhancement of speech intelligibility in multi-talker noise for simulated cochlear implant listening. Trends in Hearing, 22, 2331216518797838. https://doi.org/10.1177/2331216518797838
   Web of Science ®Google Scholar
• Gallaudet Research Institute. (2004). Norms booklet for deaf and hard-of-hearing students: Stanford Achievement Test 10th. Form A. Gallaudet University.
   Google Scholar
• Geers, A., Tobey, E., Moog, J., & Brenner, C. (2008). Long-term outcomes of cochlear implantation in the preschool years: From elementary grades to high school. International Journal of Audiology, 47(Suppl sup2), 21–30. https://doi.org/10.1080/14992020802339167
   PubMedGoogle Scholar
• Hadar, U., Steiner, T. J., & Rose, F. C. (1985). Head movement during listening turns in conversation. Journal of Nonverbal Behavior, 9(4), 214–228. https://doi.org/10.1007/BF00986881
   Web of Science ®Google Scholar
• Haptonstall-Nykaza, T. S., & Schick, B. (2007). The transition from fingerspelling to English print: Facilitating English decoding. Journal of Deaf Studies and Deaf Education, 12(2), 172–183. https://doi.org/10.1093/deafed/enm003
   PubMed Web of Science ®Google Scholar
• 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(2), 189–201. https://doi.org/10.1093/deafed/enj021
   PubMed Web of Science ®Google Scholar
• Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading and Writing: An Interdisciplinary Journal, 2(2), 127–160. https://doi.org/10.1007/BF00401799
   Web of Science ®Google Scholar
• Kello, C. T., & Bernstein, L. E. (2000). Phonetic structure is similar across auditory and vibrotactile speech perception. The Journal of the Acoustical Society of America, 107(5), 2888. https://doi.org/10.1121/1.428735
   Google Scholar
• Kyle, J. G. (1980). Reading development of deaf children. Journal of Research in Reading, 3(2), 86–97. https://doi.org/10.1111/j.1467-9817.1980.tb00204.x
   Google Scholar
• Kyte, C. S., & Johnson, C. J. (2006). The role of phonological recoding in orthographic learning. Journal of Experimental Child Psychology, 93(2), 166–185. https://doi.org/10.1016/j.jecp.2005.09.003
   PubMed Web of Science ®Google Scholar
• Leybaert, J. (1993). Reading in the deaf: The roles of phonological codes. In M. Marschark & D. Clark (Eds.), Psychological Perspectives in Deafness, 269–309 . Laurence Erlbaum Associates.
   Google Scholar
• Livingstone, S. R., & Palmer, C. (2016). Head movements encode emotions during speech and song. Emotion, 16(3), 365–380. https://doi.org/10.1037/emo0000106
   PubMed Web of Science ®Google Scholar
• McClave, E. Z. (2000). Linguistic functions of head movements in the context of speech. Journal of Pragmatics, 32(7), 855–878. https://doi.org/10.1016/S0378-2166(99)00079-X
   Web of Science ®Google Scholar
• Moreno-Pérez, F. J., Saldaña, D., & Rodríguez-Ortiz, I. R. (2015). Reading efficiency of deaf and hearing people in Spanish. Journal of Deaf Studies and Deaf Education, 20(4), 374–384. https://doi.org/10.1093/deafed/env030
   PubMed Web of Science ®Google Scholar
• Pérez, M. A., Alameda, J. R., & Cuetos, F. (2003). Frecuencia, longitud y vecindad ortográfica de las palabras de 3 a 16 letras del Diccionario de la Lengua Española (RAE, 1992). Revista Electrónica de Metodología Aplicada, 8(2), 1–10. https://doi.org/10.17811/rema.8.2.2003.1-10
   Google Scholar
• Perfetti, C. A., & Sandak, R. (2000). Reading optimally build on spoken language: Implications for deaf readers. Journal of Deaf Studies and Deaf Education, 5(1), 32–50. https://doi.org/10.1093/deafed/5.1.32
   PubMedGoogle Scholar
• Qi, S., & Mitchell, R. E. (2012). Large-scale academic achievement testing of deaf and hard-of hearing students: Past, present, and future. Journal of Deaf Studies and Deaf Education, 17(1), 1–18. https://doi.org/10.1093/deafed/enr028
   PubMed Web of Science ®Google Scholar
• Rauschecker, J. P., & Tian, B. (2000). Mechanisms and streams for processing of “what” and “where” in auditory cortex. Proceedings of the National Academy of Sciences of the United States of America, 97(22), 11800–11806. https://doi.org/10.1073/pnas.97.22.11800
   PubMed Web of Science ®Google Scholar
• Rauschecker, J. P. (2018). Where, When, and How: Are they all sensorimotor? Towards a unified view of the dorsal pathway in vision and audition. Cortex, 98, 262–268. https://doi.org/10.1016/j.cortex.2017.10.020
   PubMed Web of Science ®Google Scholar
• Rezaei, M., Rashedi, V., & Morasae, E. K. (2016). Reading skills in Persian deaf children with cochlear implants and hearing aids. International Journal of Pediatric Otorhinolaryngology, 89, 1–5. https://doi.org/10.1016/j.ijporl.2016.07.010
   PubMed Web of Science ®Google Scholar
• Scarabello, E. M., Lamônica, D. A. C., Morettin-Zupelari, M., Tanamati, L. F., Campos, P. D., Alvarenga, K. F., & Moret, A. L. M. (2020). Language evaluation in children with pre-lingual hearing loss and cochlear implant. Brazilian Journal of Otorhinolaryngology, 86(1), 91–98. https://doi.org/10.1016/j.bjorl.2018.10.006
   PubMed Web of Science ®Google Scholar
• Shankweiler, D., Liberman, Y., Mark, L. S., Fowler, C. A., & Fischer, F. W. (1979). The speech code and learning to read. Journal of Experimental Psychology: Human Learning and Memory, 162(5), 531–545.
   Google Scholar
• Share, D. L. (1995). Phonological recoding and self-teaching: Sine qua non of Reading acquisition. Cognition, 55(2), 151–218. https://doi.org/10.1016/0010-0277(94)00645-2
   PubMed Web of Science ®Google Scholar
• Share, D. L. (1999). Phonological recoding and orthographic learning: A direct test of the self teaching hypothesis. Journal of Experimental Child Psychology, 72(2), 95–129. https://doi.org/10.1006/jecp.1998.2481
   PubMed Web of Science ®Google Scholar
• Szagun, G., & Stumper, B. (2012). Age or experience? The influence of age at implantation and social and linguistic environment on language development in children with cochlear implants. Journal of Speech, Language, and Hearing Research, 55(6), 1640–1654. https://doi.org/10.1044/1092-4388(2012/11-0119)
   PubMed Web of Science ®Google Scholar
• Tiede, M., Mooshammer, C., & Goldstein, L. (2019). Noggin Nodding: Head movement correlates with increased effort in accelerating speech production tasks. Frontiers in Psychology, 10, 2459. https://doi.org/10.3389/fpsyg.2019.02459
   PubMedGoogle Scholar
• Torres, S., & Santana, R. (2005). Reading levels of Spanish deaf students. American Annals of Deaf, 150(4), 379–387. https://doi.org/10.1353/aad.2005.0043
   PubMed Web of Science ®Google Scholar
• Transler, C., & Reitsma, P. (2005). Phonological coding in reading of deaf children: Pseudohomophone effects in lexical decision. British Journal of Developmental Psychology, 23(4), 525–542. https://doi.org/10.1348/026151005X26796
   PubMedGoogle Scholar
• Tunmer, W. E., & Hoover, W. (1992). Cognitive and linguistic factors in learning to read. In P. B. Gough, L. C. Ehri, & R. Treiman (Eds.), Reading acquisition (pp. 175–214). Erlbaum.
   Google Scholar
• Tyrone, M. E., & Mauk, C. E. (2016). The phonetics of head and body movement in the realization of American Sign Language Signs. Phonetica, 73(2), 120–140. https://doi.org/10.1159/000443836
   PubMed Web of Science ®Google Scholar
• Wang, Y., Trezek, B. J., Luckner, J. L., & 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. https://doi.org/10.1353/aad.0.0061
   PubMed Web of Science ®Google Scholar
• Wauters, L. N., van Bon, W. H. J., & Tellings, A. E. J. M. (2006). Reading comprehension of Dutch deaf children. Reading and Writing, 19(1), 49–76. https://doi.org/10.1007/s11145-004-5894-0
   Web of Science ®Google Scholar