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The Role of Akshara Knowledge and Phonological Processing Skills in Reading Development among Sri Lankan Children
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Many roads to success: How high functioning adults with phonological difficulties achieve word reading success
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Lai, Sandy SY. - : University of Alberta. Department of Educational Psychology., 2015
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Many roads to success: How high functioning adults with phonological difficulties achieve word reading success
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Lai, Sandy SY. - : University of Alberta. Department of Educational Psychology., 2015
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Environmental, behavioural, and cognitive predictors of emergent literacy and reading skills
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Stephenson, Kathy. - : University of Alberta. Department of Educational Psychology., 2011
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Environmental, behavioural, and cognitive predictors of emergent literacy and reading skills
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Stephenson, Kathy. - : University of Alberta. Department of Educational Psychology., 2011
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An examination of parent-child dyadic interaction and the impact of a parent-training program designed to support the language development of toddlers diagnosed with autism spectrum disorder (ASD)
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An examination of parent-child dyadic interaction and the impact of a parent-training program designed to support the language development of toddlers diagnosed with autism spectrum disorder (ASD)
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Phonological Representations in Deaf Children: Rethinking the "Functional Equivalence" Hypothesis
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A parent involvement intervention with elementary school students: the effectiveness of parent tutoring on reading achievement
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Goudey, Jennifer. - : University of Alberta. Department of Educational Psychology., 2009
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A parent involvement intervention with elementary school students: the effectiveness of parent tutoring on reading achievement
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Goudey, Jennifer. - : University of Alberta. Department of Educational Psychology., 2009
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Phonological Representations in Deaf Children: Rethinking the "Functional Equivalence" Hypothesis
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Abstract:
The sources of knowledge that individuals use to make similarity judgments between words are thought to tap underlying phonological representations. We examined the effects of perceptual similarity between stimuli on deaf childrens' ability to make judgments about the phonological similarity between words at 3 levels of linguistic structure (syllable, rhyme, and phoneme). Manipulation of stimulus contrasts (acoustic, visual/orthographic, tactile/motoric) allowed a finer-grained estimate of the sources of knowledge that deaf individuals use to make similarity judgments between words. The results showed that the ability to make syllable-, rhyme-, and phoneme-level judgments was not tied to “phonological” facilitation when these conditions are contrasted. These findings are inconsistent with long-held assumptions of “functional” equivalence between “heard” and “seen” speech in the development of phonological representations in deaf learners. We argue that previous studies reporting evidence for phonological effects in similarity judgments have failed to sufficiently control for alternative sources of sensory information, namely, visual and tactile/motoric.
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Keyword:
Empirical Articles
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URL: http://jdsde.oxfordjournals.org/cgi/content/short/enn025v1 https://doi.org/10.1093/deafed/enn025
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Deaf children's awareness of phonological structure: syllable, rhyme and phoneme ...
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