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- Title
The Challenge of Learning to Read Written English for the Profoundly Pre-lingually Deaf Adult.
- Authors
FURLONGER, BRETT EDWARD
- Abstract
Many adults with profound prelingual deafness have difficulties reading and comprehending written English and this problem may originate from English phonological deficits and/or difficulties connecting sign language with written English. The purpose of this study was, therefore, to investigate the word coding strategies of profoundly deaf adults with a view to identify to what extent they used speech-based and sign-based strategies to process English text. For the gathering of the data participants completed three tasks: (1) a measure examining the use of speech and sign-based word coding during reading (2) a phoneme awareness task (3) and a task assessing skill in applying grapheme-phoneme correspondences. Data was analysed using tests of difference (t-tests and ANOVA) with the findings showing that while the less proficient readers had significantly greater English phonological deficits they reported only a minimal use of supplementary sign language coding strategies. Surprisingly, some of the proficient readers, with good English phonological skills chose to supplement them with some sign-based strategies. The possible reasons and instructional implications for these findings are discussed.
- Subjects
ENGLISH language education; EDUCATION of the deaf; ENGLISH language writing; SIGN language; ANALYSIS of variance
- Publication
3L: Southeast Asian Journal of English Language Studies, 2016, Vol 22, Issue 3, p1
- ISSN
0128-5157
- Publication type
Article
- DOI
10.17576/3L-2016-2203-01