Lectura, ortografía y habilidades fonológicas de estudiantes sordos con y sin implante coclear

  1. Virginia González
  2. Ana-Belén Domínguez
Journal:
Revista de logopedia, foniatría y audiología

ISSN: 0214-4603

Year of publication: 2019

Volume: 39

Issue: 2

Pages: 75-85

Type: Article

DOI: 10.1016/J.RLFA.2018.07.001 DIALNET GOOGLE SCHOLAR

More publications in: Revista de logopedia, foniatría y audiología

Abstract

Introduction The objective of this study was to determine the role of orthographic and phonological codes in deaf students learning to read with and without cochlear implant (CI). Several questions were analyzed: 1) whether the quality of the phonological representations they possess and their ability to manipulate them depends or not on the use of CI; 2) whether the reading levels they reach depend on the quality of the phonological representations; and 3) whether the orthographic representations they store come from the corresponding phonological representations. Methodology Participating in the study were 172 deaf students aged between 6 and 18 years, divided into 4 groups: students with early CI, students with late CI, students without CI and moderate hearing loss and students without CI and profound hearing loss. As a control group, a group of 797 listeners of the same age participated. All were evaluated with a reading test, a spelling test and 3 metaphonology tests. Results The results show that the CIs, especially those fitted early (before 30 months), lead to better results in all experimental tasks. The group with profound deafness without CI were at the opposite extreme. The orthographic representations seem to be stored using the corresponding phonological representations, which in turn improve thanks to the orthographic information provided by the reading activity itself. Discussion and conclusions The need to establish an explicit and systematic training in metaphonological skills before and during the reading instruction of deaf students is discussed.

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Data source: Dialnet