Purpose: Children are assumed to acquire orthographic representations during autonomous reading by decoding new written words. The present study investigates how deaf and hard of hearing (DHH) children build new orthographic representations compared to typically hearing (TH) children. Method: Twenty-nine DHH children, from 7.8 to 13.5 years old,…

Previous research found a beneficial effect of augmentative signs (signs from a sign language used alongside speech) on spoken word learning by signing deaf and hard-of-hearing (DHH) children. The present study compared oral DHH children, and hearing children in a condition with babble noise in order to investigate whether prolonged experience…

Two experiments investigated Chinese deaf and hard of hearing (DHH) adolescents' recognition of category names in an innovative task of semantic categorization. In each trial, the category-name target appeared briefly at the screen center followed by two words or two pictures for two basic-level exemplars of high or middle typicality, which…

Purpose: Phonological activation during visual word recognition was studied in deaf and hearing children under two circumstances: (a) when the use of phonology was not required for task performance and might even hinder it and (b) when the use of phonology was critical for task performance. Method: Deaf children mastering written Dutch and Sign…

This volume presents the latest research from internationally recognized researchers and practitioners on language, literacy and numeracy, cognition, and social and emotional development of deaf learners. In their contributions, authors sketch the backgrounds and contexts of their research, take interdisciplinary perspectives in merging their own…

This study examined different perspectives of deaf education practitioners on deafness and reading comprehension. This involved a full deaf education support team comprising teachers of the deaf, communication support workers, and deaf instructors from a UK citywide service covering early years, primary and secondary settings. Using a focus group…

This study examined whether use of sign language would facilitate reading word recognition by 16 deaf children (6- to 1 years-old) in the Netherlands. Results indicated that if words were learned through speech, accompanied by the relevant sign, accuracy of word recognition was greater than if words were learned solely through speech. (Contains…

This study represents an attempt to determine the nature and efficiency of the strategies used by prelingually deafened individuals for the recognition of written words with reference to an orthographic self-teaching concept (D. L. Share, 1995). A research paradigm asking the participants to make categorical judgments for real words and…