Visual and phonological coding in working memory and orthographic skills of deaf children using chilean sign language

被引：25

作者：

Alvarado, Jesus M. ^{[1
,3
]}

Puente, Anibal ^{[2
,3
]}

Herrera, Valerila ^{[4
]}

机构：

[1] Univ Complutense Madrid, Fac Psychol, Dept Methodol Behav Sci, E-28040 Madrid, Spain

[2] Univ Complutense Madrid, Fac Psychol, Dept Cognit Proc, E-28040 Madrid, Spain

[3] Univ Complutense Madrid, Inst Biofunct Studies, E-28040 Madrid, Spain

[4] Metropolitan Univ Sci, Santiago, Chile

来源：

AMERICAN ANNALS OF THE DEAF | 2008年 / 152卷 / 05期

关键词：

D O I：

10.1353/aad.2008.0009

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

DEAF CHILDREN can improve their reading skills by learning to use alternative, visual codes such as fingerspelling. A sample of 28 deaf children between the ages of 7 and 16 years was used as an experimental group and another sample of 15 hearing children of similar age and academic level as a control group. Two experiments were carried out to study the possible interactions between phonological and visual codes and working memory, and to understand the relationships between these codes and reading and orthographic achievement. The results highlight the relationship between dactylic and orthographic coding. just as phonemeto-grapheme knowledge can facilitate reading for hearing children, fingerspelling-to-grapheme knowledge has the potential to play a similar role for deaf readers.

引用

页码：467 / 479

页数：13

共 58 条

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