PHONOLOGY AND READING: A RESPONSE TO WANG, TREZEK, LUCKNER, AND PAUL

被引：72

作者：

Allen, Thomas E. ^{[1
]}

Clark, M. Diane ^{[1
]}

del Giudice, Alex ^{[1
,2
]}

Koo, Daniel ^{[1
]}

Lieberman, Amy ^{[1
,3
]}

Mayberry, Rachel ^{[1
]}

Miller, Paul ^{[1
,4
]}

机构：

[1] Gallaudet Univ, Sci Learning Ctr Visual Language & Visual Learnin, Washington, DC 20002 USA

[2] Univ Calif San Diego, Dept Linguist, La Jolla, CA 92093 USA

[3] Univ Calif San Diego, Lab Comparat Language Acquisit, La Jolla, CA 92093 USA

[4] Univ Haifa, Dept Educ, IL-31999 Haifa, Israel

来源：

AMERICAN ANNALS OF THE DEAF | 2009年 / 154卷 / 04期

关键词：

DEAFENED READERS TELL; PHONEMIC AWARENESS; WRITTEN WORDS; COMMUNICATION MODE; RHYMING SKILLS; HEARING; INDIVIDUALS; COMPREHENSION; STUDENTS; PSEUDOHOMOPHONES;

D O I：

10.1353/aad.0.0109

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

FOUR CRITICAL RESPONSES to an article, "The Role of Phonology and Phonologically Related Skills in Reading Instruction for Students Who Are Deaf or Hard of Hearing" (Wang, Trezek, Luckner, & Paul, 2008), are presented. Issue is taken with the conclusions of the article by Wang and colleagues regarding the "necessary" condition of phonological awareness for the development of reading skills among deaf readers. Research findings (not cited by Wang and colleagues) are pointed out that reveal weak correlations between phonemic awareness and reading comprehension, and stronger correlations between other variables such as overall language skill and early exposure to a visual language.

引用

页码：338 / 345

页数：8

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