Search for the missing link: the development of skilled reading in deaf children

Autor/a: PADDEN, Carol; HANSON, Vicki
Año: 2000
Editorial: Mahwah: Lawrence Erlbaum Associates, 2000
Tipo de código: Copyright
Soporte: Digital


Educación » Adquisición y desarrollo del lenguaje


Since 1970, reading research with Deaf children has been occupied with the problem of how to describe the reading process in this population. Most generally accepted models of reading development in hearing children recognize the important role of phonological coding in the development of skillful reading. Perfetti argued that phonology is involved in beginning reading and later develops into an abstract awareness when the child becomes more familiar with the alphabetic representation and has growing vocabulary of words in print. He portrayed phonological awareness as a reflective skill, in which the child analyzes words in print as being made up of phonemes and syllables and productively uses this knowledge to analyze less common and less regular words. Later, the child comes to appreciate orthographic systematicities and can blend phonological awareness and visual or orthographic into an effective and efficient reading process.

In K. Emmorey & H. Lane (Eds.). "The Signs of Language Revisited: An Anthology in Honor of Ursula Bellugi and Edward Klima" (2000).