Lectura, ortografía y habilidades fonológicas de estudiantes sordos con y sin implante coclear

  1. Virginia González
  2. Ana-Belén Domínguez
Journal:
Revista de logopedia, foniatría y audiología

ISSN: 0214-4603

Year of publication: 2019

Volume: 39

Issue: 2

Pages: 75-85

Type: Article

DOI: 10.1016/J.RLFA.2018.07.001 DIALNET GOOGLE SCHOLAR

More publications in: Revista de logopedia, foniatría y audiología

Sustainable development goals

Abstract

Introducción El objetivo del trabajo fue determinar el papel de los códigos ortográficos y fonológicos en el aprendizaje de la lectura en estudiantes sordos con y sin implante coclear (IC). Se analizaron varias cuestiones: 1) si la calidad de las representaciones fonológicas que poseen y su capacidad para manipularlas depende o no del uso de IC; 2) si los niveles lectores que alcanzan dependen de la calidad de las representaciones fonológicas, y 3) si las representaciones ortográficas que almacenan provienen de las representaciones fonológicas correspondientes. Metodología Participaron 172 estudiantes sordos con edades entre los 6 y los 18 años, divididos en 4 grupos: alumnos con IC precoz, alumnos con IC tardío, alumnos sin IC con sordera moderada y alumnos sin IC con sordera profunda. Como grupo control, participó un grupo de 797 oyentes de igual edad. Todos fueron evaluados con una prueba de lectura, una de ortografía y 3 de metafonología. Resultados Los resultados muestran que los IC, sobre todo los colocados precozmente (antes de 30 meses), conducen a mejores resultados en todas las tareas experimentales. En el extremo opuesto encontramos el grupo con sordera profunda sin IC. Las representaciones ortográficas parecen almacenarse utilizando las representaciones fonológicas correspondientes, que a su vez mejoran gracias a la información ortográfica proporcionada por la actividad de lectura en sí. Discusión y conclusiones Se discute la necesidad de establecer una enseñanza explícita y sistemática en habilidades metafonológicas antes y durante la enseñanza de lectura de los estudiantes sordos.

Bibliographic References

  • Alegría, J., Carrillo, M.S., Learning to spell words in Spanish: A comparative analysis (2014) Estudios de Psicología, 35 (3), pp. 476-501
  • Archbold, S., Harris, M., O'Donoghue, G., Nikolopoulos, T., White, A., Richmond, H.L., Reading abilities after cochlear implantation: The effect of age at implantation on outcomes at 5 and 7 years after implantation (2008) International Journal of Pediatric Otorhinolaryngology, 72, pp. 1471-1478
  • Bayard, C., Colin, C., Leybaert, J., How is the McGurk effect modulated by Cued Speech in deaf and hearing adults? (2014) Frontiers in Psychology, 5, p. 416
  • (1997), http://www.biap.org, Bureau International d'Audiophonologie. Recommendation 02/1. Clasificación audiométrica de las deficiencias auditivas. Lisboa: International Office of Audiophonologie. Disponible en:
  • Carrillo, M.S., Marín, J., Prueba de Eficiencia Lectora (PEL) (1997) Evaluación del nivel lector. Manual técnico del Test de Eficacia Lectora (TECLE), pp. 20-38. , A. Cuadro D. Costa D. Trías P. Ponce de León Prensa Médica Latinoamericana Uruguay
  • Ching, T.Y.C., Day, J., Cupples, L., Phonological awareness and early reading skills in children with cochlear implants (2014) Cochlear Implants International, 15, pp. S27-S29
  • Colin, S., Magnan, A., Ecalle, J., Leybaert, J., Relation between deaf children's phonological skills in kindergarten and Word recognition performance in first grade (2007) Journal of Child Psychology and Psychiatry, 48, pp. 139-146
  • Cupples, L., Ching, T.Y., Crowe, K., Seeto, M., Leigh, G., Street, L., Thomson, J., Outcomes of 3-year-old children with hearing loss and different types of additional disabilities (2013) Journal of Deaf Studies and Deaf Education, 19 (1), pp. 20-39
  • Dillon, C.M., de Jong, K., Pisoni, D.B., Phonological awareness, reading skills, and vocabulary knowledge in children who use cochlear implants (2012) Journal of Deaf Studies and Deaf Education, 17 (2), pp. 205-226
  • Dodd, B., McIntosh, B., Woodhouse, L., Early lipreading ability and speech and language development of hearing-impaired pre-schoolers (1998) Hearing by eye (II): Advances in the psychology of speechreading and auditory-visual speech, pp. 229-242. , R. Campbell B. Dodd D. Burnham Psychology Press/Erlbaum (UK) Taylor & Francis Hove, UK
  • Domínguez, A.B., Alegría, J., Carrillo, M., Soriano, J., PEALE. Pruebas de Evaluación Analítica de Lengua Escrita (2013), Universidad de Salamanca Salamanca Número de asiento registral: 00/2013/4067
  • Domínguez, A.B., Carrillo, M.S., González, V., Alegría, J., How do deaf children with and without cochlear implants manage to read sentences: The key word strategy (2016) Journal of Deaf Studies and Deaf Education, 21 (3), pp. 280-292
  • Domínguez, A.B., Carrillo, M., Pérez, M., Alegría, J., Analysis of reading strategies in deaf adults as a function of their language and meta-phonological skills (2014) Research in Developmental Disabilities, 35, pp. 1439-1456
  • Domínguez, A.B., Pérez, I., Alegría, J., La lectura en los alumnos sordos: aportación del implante coclear (2012) Infancia y Aprendizaje, 35 (3), pp. 327-341
  • Domínguez, A., Rodríguez, P., Alonso, P., Cómo facilitar el aprendizaje de la lectura de niños sordos. Importancia de las habilidades fonológicas (2010) Revista de Educación, 356, pp. 353-375. , 10-4438/1988-592X-RE-2010-356-043
  • Dunn, C.C., Walker, E.A., Oleson, J., Kenworthy, M., van Voorst, T., Tomblin, J.B., Gantz, B.J., Longitudinal speech perception and language performance in paediatric cochlear implant users: The effect of age at implantation (2014) Ear and Hearing, 35 (2), pp. 148-160. , 10.1097/AUD.0b013e3182a4a8f0
  • Dyer, A., MacSweeney, M., Szczerbinski, M., Green, L., Campbell, R., Predictors of reading delay in deaf adolescents: The relative contributions of rapid automatized naming speed and phonological awareness and decoding (2003) Journal of Deaf Studies and Deaf Education, 8 (3), pp. 215-229
  • Easterbrooks, S.R., Beal-Alvarez, J., States’ reading outcomes of students who are d/deaf and hard of hearing (2012) American Annals of the Deaf, 157 (1), pp. 27-40
  • Frith, U., A developmental framework for developmental dyslexia (1986) Annals of Dyslexia, 36, pp. 69-81
  • Geers, A.E., Hayes, H., Reading, writing, and phonological processing skills of adolescents with 10 or more years of cochlear implant experience (2011) Ear and Hearing, 32 (1), pp. 49S-59S
  • Hanson, V., Phonology and reading: Evidence from profoundly deaf readers (1989) Phonology and reading disability: Solving the reading puzzle, pp. 69-89. , D. Shankweiler I. Lieberman University of Michigan Press Ann Arbor
  • Harris, M., Beech, J.R., Implicit phonological awareness and early reading development in prelingually deaf children (1998) Journal of Deaf Studies and Deaf Education, 3 (3), pp. 205-216
  • Harris, M., Terlektsi, E., Kyle, F.E., Concurrent and longitudinal predictors of reading for deaf and hearing children in primary school (2017) The Journal of Deaf Studies and Deaf Education, 22 (2), pp. 233-242
  • Johnson, C., Goswami, U., Phonological awareness, vocabulary, and reading in deaf children with cochlear implants (2010) Journal of Speech, Language, and Hearing Research, 53, pp. 237-261
  • Kyle, F.E., Harris, M., Predictors of reading development in deaf children: A 3-year longitudinal study (2010) Journal of Experimental Child Psychology, 107 (3), pp. 229-243
  • LaSasso, C.J., Crain, K.L., Leybaert, J., Cued speech and cued language development for deaf and hard of hearing children (2010), Plural Publishing San Diego
  • Marschark, M., Sarchet, T., Rothen, C., Zupan, M., Will cochlear implants close the reading achievement gap for deaf students? (2010) The Oxford handbook of deaf studies, language, and education, 2, pp. 127-143. , M. Marschark P.E. Spencer Oxford University Press Oxford, UK
  • Mayberry, R.I., del Giudice, A., Lieberman, A.M., Reading achievement in relation to phonological coding and awareness in deaf readers: A meta-analysis (2011) Journal of Deaf Studies and Deaf Education., 16 (2), pp. 164-188
  • Mayer, C., Trezek, B.J., Is reading different for deaf individuals? Re-examining the role of phonology (2014) American Annals of the Deaf, 159 (4), pp. 359-371
  • McQuarrie, L., Parrila, R., Phonological representations in deaf children: Rethinking the “functional equivalence” hypothesis (2009) Journal of Deaf Studies and Deaf Education, 14 (2), pp. 137-154. , https://doi.org/10.1093/deafed/enn025
  • Miller, P., Clark, M.D., Phonemic awareness is not necessary to become a skilled deaf reader (2011) Journal of Developmental and Physical Disabilities, 23 (5), pp. 459-476
  • Morais, J., Alegría, J., Content, A., The relationships between segmental analysis and alphabetic literacy: An interactive view (1987) Cahiers de Psychologie Cognitive, 7, pp. 415-438
  • (2000), National Institute of Child Health and Human Development. 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 (NIH Publication N. o 00-4769). Washington, D. C.: U. S. Government Printing Office
  • Share, D.L., Phonological recoding and self-teaching: Sine qua non of reading acquisition (1995) Cognition, 55, pp. 151-218
  • Spencer, L.J., Tomblin, J.B., Evaluating phonological processing skills in children with prelingual deafness who use cochlear implants (2009) Journal of Deaf Studies and Deaf Education, 14 (1), pp. 1-21
  • Strong, M., Prinz, P., Is American Sign Language skill related to English literacy? (2000) Language acquisition by eye, pp. 131-142. , C. Chamberlain J.P. Morford R. Mayberry Lawrence Erlbaum Publishers Mahwah, NJ
  • Trezek, B.J., Wang, Y., Implications of utilizing a phonics-based reading curriculum with children who are deaf or hard of hearing (2006) Journal of Deaf Studies and Deaf Education, 11 (2), pp. 202-213
  • Trezek, B., Wang, Y., Paul, P., Reading and deafness. Theory, research, and practice (2010), Delmar Cengage Learning Ontario
  • Wang, Y., Trezek, B.J., Luckner, J.L., Paul, P.V., The role of phonology and phonologically related skills in reading instruction for students who are deaf or hard of hearing (2008) American Annals of the Deaf, 153 (4), pp. 396-407
Data source: Dialnet