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Orthographic influences, vocabulary development, and phonological awareness in deaf children who use cochlear implants

Published online by Cambridge University Press:  01 October 2009

DEBORAH JAMES ,
KAUKAB RAJPUT ,
JULIE BRINTON  and
USHA GOSWAMI
DEBORAH JAMES*
Affiliation:
University of Newcastle
KAUKAB RAJPUT
Affiliation:
Great Ormond Street Hospital for Children NHS Trust, UK
JULIE BRINTON
Affiliation:
Institute of Sound and Vibration Research, UK
USHA GOSWAMI
Affiliation:
University of Cambridge
*
ADDRESS FOR CORRESPONDENCE Deborah James, School of Education, Communication and Language Sciences, University of Newcastle, King George VI Building, Newcastle upon Tyne NE1 7RU, UK. E-mail: [email protected]
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Abstract

In the current study, we explore the influence of orthographic knowledge on phonological awareness in children with cochlear implants and compare developmental associations to those found for hearing children matched for word reading level or chronological age. We show an influence of orthographic knowledge on syllable and phoneme awareness in deaf and hearing children, but no orthographic effect on rhyme awareness. Nonorthographic rhyme awareness was a significant predictor of reading outcomes for all groups. However, whereas receptive vocabulary knowledge was the most important predictor of word reading variance in the cochlear implant group, rhyme awareness was the only important predictor of word reading variance in the reading level matched hearing group. Both vocabulary and rhyme awareness were equally important in predicting reading in the chronological age-matched hearing group. The data suggest that both deaf and hearing children are influenced by orthography when making phonological judgments, and that phonological awareness and vocabulary are both important for reading development.

Type
Articles
Information
Applied Psycholinguistics , Volume 30 , Issue 4 , October 2009 , pp. 659 - 684
Copyright
Copyright © Cambridge University Press 2009

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