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The use of speech-based recoding in reading by prelingually deaf children
1Effatha, Institute for the Deaf, Voorburg, The Netherlands.
American Annals of the Deaf
|March 1, 1993
Summary
Older deaf children who receive oral education utilize speech-based coding for reading, improving performance. Younger children primarily use visual codes, indicating a developmental shift in reading strategies for prelingually deaf students.
Area of Science:
- Developmental Psychology
- Educational Psychology
- Linguistics
Background:
- Prelingually deaf children educated orally may develop unique reading strategies.
- Understanding coding mechanisms in reading is crucial for educational interventions.
Purpose of the Study:
- To investigate the use of speech-based codes in reading among orally educated, prelingually deaf school children.
- To identify developmental changes in reading strategy utilization.
Main Methods:
- Two experimental reading tasks were administered: word-meaning association and serial recall of word strings.
- Participants included 78 prelingually deaf school children aged 6–13 years.
Main Results:
- A developmental shift in coding strategies was observed, with younger children (≤9 years) favoring visual codes.
- Older children (≥9 years) showed differentiation, preferring either visual or speech-based strategies.
- Speech-based coding strategies correlated with enhanced reading task performance.
Conclusions:
- Prelingually deaf children educated orally develop distinct reading strategies.
- The preference for speech-based coding emerges with age and is linked to better reading outcomes.
- Educational approaches should consider the developmental trajectory of coding strategies in deaf learners.