Does the use of cochlear implants determine the reading strategies of deaf students?

Article Sidebar

PDF (Español (España))
Published: Nov 19, 2017
DOI: https://doi.org/10.17060/ijodaep.2017.n1.v4.1034
Keywords:
reading keyword strategy deafness cochlear implant linguistic competency

Main Article Content

Virginia González Santamaría
Universidad de Salamanca
Ana Belén Domínguez Gutiérrez
Universidad de Salamanca

Abstract

Oral language determines the reading levels and language ability of deaf students. The objective of the present study was to assess both the language competence and the reading strategies used by deaf students with and without a cochlear implant (CI). In a society such as ours, where access to information and communication require high reading competency, the use of cochlear implants in deaf children plays an important role, above all, and to a greater extent, when the implant has been put in place at an early age (before 30 months). The present study reveals that the reading levels of deaf children who received cochlear implants at an early age do not differ significantly from those obtained by hearing children of the same chronological age. However, when the reading strategies used in order to reach this reading level were analysed, it was observed that deaf pupils (with or without cochlear implants) make use of the Keyword Strategy consisting in reading sentences by only processing the words with their own semantic content (nouns, verbs and adjectives) and, from there, processing what they mean without processing the functional words (prepositions, linking words and adverbs). This situation shows the difficulties which deaf pupils have with the morphological processing of language.

Downloads

Download data is not yet available.

Article Details

How to Cite
González Santamaría, V., & Domínguez Gutiérrez, A. B. (2017). Does the use of cochlear implants determine the reading strategies of deaf students?. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 4(1), 119–128. https://doi.org/10.17060/ijodaep.2017.n1.v4.1034
Issue
Vol. 4 No. 1 (2017): Monograph No. 3. Psychology today: challenges, achievements and perspectives of the future. Attention to diversity
Section
Articles
Authors who publish with this journal agree to the following terms:
 
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to copy and redistribute the material in any medium or format under the following terms:

 

Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.

NonCommercial — You may not use the material for commercial purposes.

NoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.

 
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
 
c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
 
The authors are responsible to obtain the appropriate permissions to reproduce material (text, images or graphics) from other publications and to quote their origin correctly.
 

References

Alegría, J., y Domínguez, A. B. (2009). Los estudiantes sordos y la lengua escrita. Revista latinoamericana educación inclusiva, 3 (1), 95-111.

Archbold, S., Harris, M., O’Donoghue, G., Nikolopoulos, T., White, A., y Richmond, H. L. (2008). Reading abilities after cochlear implantation: The effect of age at implantation on outcomes at 5 and 7 years after implantation. International Journal of Pediatric Otorhinolaryngology, 72, 1471–1478. doi: 10.1016/j.ijporl.2008.06.016

Bureau International d’Audiophonologie. (1997). International office of Audiophonologie recommendation 2/1, Lisboa. Retrieved from biap.org

Chamberlain, C., y Mayberry, R. I. (2000). Theorizing about the relation between American Sign Language and reading. In C. Chamberlain, J. P. Morford, y R. I. Mayberry (Eds.), Language acquisition by eye (pp. 221–59). Mahwah, NJ: Erlbaum.

Domínguez, A.B., Alegría, J., Carrillo, M., y Soriano, J. (2013). PEALE. Pruebas de Evaluación Analítica de Lengua Escrita. Universidad de Salamanca. Número de asiento registral: 00/2013/4067.

Domínguez, A.B., Carrillo, M., González, V. y Alegría, J. (2016). How do deaf children with and with out cochlear implants manage to read sentences: The key word strategy. Journal of Deaf Studies and Deaf Education. (doi: 10.1093/deafed/enw026

Domínguez, A. B., Pérez, I., y Alegría, J. (2012). La lectura en los estudiantes sordos: aportación del implante coclear. Infancia y Aprendizaje, 35(3), 327-341. doi:10.1174/021037012802238993

Dunn, C. C., Walker, E. A., Oleson, J., Kenworthy, M., Van Voorst, T., Tomblin, J. B., …Gantz, B. J. (2014). Longitudinal speech perception and language performance in pediatric cochlear implant users: The effect of age at implantation. Ear and Hearing, 35, 148–160. doi:10.1097/AUD.0b013e3182a4a8f0

Easterbrooks, S. R., y Beal-Alvarez, J. (2012). State reading outcomes of students who are d/Deaf and hard of hearing. American Annals of the Deaf, 157(1), 27–40. doi:10.1353/aad.2012.1611

Geers, A. E., Tobey, E., Moog, J., y Brenner, C. (2008). Long-term outcomes of cochlear implantation in the preschool years: From elementary grades to high school, International Journal of Audiology, 47, Suppl 2, S21-30. doi: 10.1080/14992020802339167

Geers A. E., y Hayes, H. (2010). Reading, writing, and phonological processing skills of adolescents with 10 or more years of cochlear implant experience. Ear and Hearing, 32(1), 49S–59S. doi: 10.1097/AUD.0b013e3181fa41fa

González, V. y Domínguez, A.B. (2016) ¿El uso de implantes cocleares mejora el nivel lector de los estudiantes sordos?. Revista Integración. Federación AICE: Federación de Asociaciones de Implantados Cocleares de España. 79, pp. 16 - 26.

Harris, M., y Terlektsi, E. (2011). Reading and spelling abilities of deaf adolescents with cochlear implants and hearing aids. Journal of Deaf Studies and Deaf Education, 16(1), 24-34. doi: 10.1093/deafed/enq031

Johnson, C., y Goswami, U. (2010). Phonological awareness, vocabulary, and reading in deaf children with cochlear implants. Journal of Speech, Language, and Hearing Research, 53, 237-261. doi: 10.1044/1092-4388(2009/08-0139)

Le Normand, M. T., Medina, V, Diaz, L., y Sanchez, J. (2010). Acquisition des mots grammaticaux et apprentissage de la lecture chez des enfants implantés cochléaires suivis à long terme: Rôle du langage parlé complété. In J. Leybaert (Ed.). La Langue française Parlée Complétée (LPC): Fondements et perspectives. Marseille, France: Solail éditeur.

Le Normand, M. T., y Moreno-Torres, I. (2014). The role of linguistic and environmental factors on grammatical development in French children with cochlear implants. Lingua, 139, 26-38. doi:10.1016/j.lingua.2013.02.012

López-Higes, R., Gallego, C., Martín-Aragoneses, M. T., y Melle, N. (2015). Morpho-syntactic reading comprehension in children with early and late cochlear implants. Journal of Deaf Studies and Deaf Education, 20, 136–146. doi: 10.1093/deafed/env004

Marín, J., y Carrillo, M. S. (1999). Test Colectivo de Eficacia Lectora (TECLE) Universidad de Murcia. En A. Cuadro, D. Costa, D. Trias, y P. Ponce de León (2009). Evaluación del nivel lector. Manual técnico del test de Eficacia Lectora (TECLE) Montevideo, Uruguay: Prensa Médica Latinoamericana.

Marschark, M., y Harris, M. (1996). Success and failure in learning to read: The special case (?) of deaf children. In C. Cornoldi y J. Oakhill (Eds.), Reading comprehension difficulties: Process and intervention (pp. 279-300). Hillsdale, NJ: Lawrence Erlbaum Associates.

Marschark, M., Sarchet, T., Rothen, C., y Zupan, M. (2010). Will cochlear implants close the reading achievement gap for deaf students. In M. Marschark y P. E. Spencer (Eds.), The Oxford Handbook of Deaf Studies, Language, and Education. Vol.2. (pp. 127-143). Oxford, UK: Oxford University Press.

Moreno-Pérez, F. J., Saldaña, D., y Rodríguez-Ortiz, I. R. (2015). Reading Efficiency of Deaf and Hearing People in Spanish. Journal of Deaf Studies and Deaf Education, 20(4), 374–384. doi:10.1093/deafed/env030

Musselman, C. (2000). How do children who can’t hear learn to read an alphabetic script? A Review of the literature on reading and deafness. Journal of Deaf Studies and Deaf Education, 5(1), 9-31. doi: 10.1093/deafed/5.1.9

Niederberger, N. (2007). L’apprentissage de la lecture–écriture chez les enfants sourds. [Reading and writing acquisition in deaf children]. Enfance, 59, 254-262. doi: 10.3917/enf.593.0254

Paul, P., y Jackson, D. W. (1994). Towards a psychology of deafness: Theoretical and empirical perspectives. Boston, Massachusetts: Allyn & Bacon.

Perfetti C. A., y Sandak, R. (2000). Reading optimally builds on spoken language: implications for deaf readers. Journal of Deaf Studies and Deaf Education, 5(1), 32-50. doi: 10.1093/deafed/5.1.32

Schirner, B.R. (2001). Psychological, Social and educational dimensions of Deafness. Boston: Massachusetts: Allyn & Bacon.

Soriano, J., Pérez, I., y Domínguez, A. B. (2006). Evaluación del uso de estrategias sintácticas en lectura por estudiantes sordos con y sin implante coclear. Revista de Logopedia, Foniatría y Audiología, 26(2), 72-83. doi: 10.1016/S0214-4603(06)70105-X

Spencer, P. E., Marschark, M., y Spencer, L. J. (2011). Cochlear Implants: Advances, Issues, and Implications. In M. Marschark y P. E. Spencer (Eds.), The Oxford Handbook of Deaf Studies, Language, and Education. Vol.1. (pp. 452-470). Oxford, UK: Oxford University Press.

Traxler, C. B. (2000). The Stanford Achievement Test, 9th Edition: National Norming and Performance Standards for Deaf and Hard-of-Hearing Students. Journal of Deaf Studies and Deaf Education, 5(4), 337-348. doi: 10.1093/deafed/5.4.337

Wauters, L. N., Van Bon, W. H. J., y Telling, A. E. JM (2006). The reading comprehension of Dutch deaf children. Reading and writing, 19, 49-76. doi: 10.1007/s11145-004-5894-0