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Orthographic learning in children who are deaf or hard of hearing
Wass, Malin Ching, Teresa Y. C. Cupples, Linda Wang, Hua-Chen Lyxell, Björn Martin, Louise Button, Laura Gunnourie, Miriam Boisvert, Isabelle McMahon, Catherine
Wass, Malin
Ching, Teresa Y. C.
Cupples, Linda
Wang, Hua-Chen
Lyxell, Björn
Martin, Louise
Button, Laura
Gunnourie, Miriam
Boisvert, Isabelle
McMahon, Catherine
Abstract
Purpose: The purpose of the current study was to
investigate the relationship between orthographic learning
and language, reading, and cognitive skills in 9-year-old
children who are deaf or hard of hearing (DHH) and to
compare their performance to age-matched typically
hearing (TH) controls.
Method: Eighteen children diagnosed with moderate-to-
profound hearing loss who use hearing aids and/or cochlear
implants participated. Their performance was compared with
35 age-matched controls with typical hearing. Orthographic
learning was evaluated using a spelling task and a recognition
task. The children were assessed on measures of reading
ability, language, working memory, and paired-associate
learning.
Results: On average, the DHH group performed more poorly
than the TH controls on the spelling measure of orthographic
learning, but not on the recognition measure. For both
groups of children, there were significant correlations
between orthographic learning and phonological decoding
and between visual–verbal paired-associate learning and
orthographic learning.
Conclusions: Although the children who are DHH had lower
scores in the spelling test of orthographic learning than their
TH peers, measures of their reading ability revealed that
they acquired orthographic representations successfully. The
results are consistent with the self-teaching hypothesis in
suggesting that phonological decoding is important for
orthographic learning.
Keywords
orthographic learning, language, reading, deaf or hard of hearing, spelling, recognition, self teaching
Date
2019
Type
Journal article
Journal
Book
Volume
50
Issue
1
Page Range
99-112
Article Number
ACU Department
Faculty of Education and Arts
Collections
Relation URI
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled
Notes
Copyright © 2019 American Speech-Language-Hearing Association