Hostname: page-component-cd9895bd7-8ctnn Total loading time: 0 Render date: 2024-12-23T03:25:28.606Z Has data issue: false hasContentIssue false
  • English
  • Français

Word awareness in hearing-impaired children

Published online by Cambridge University Press:  28 November 2008

Gloria M. Gartner ,
Sandra E. Trehub  and
Sherri Mackay Soroka
Gloria M. Gartner*
Affiliation:
Bowling Green State University
Sandra E. Trehub*
Affiliation:
University of Toronto
Sherri Mackay Soroka*
Affiliation:
Clarke Institute of Psychiatry
*
Sandra E. Trehub, Centre for Research in Human Development, University of Toronto, Erindale Campus, Mississauga, Ontario L5L 1C6, Canada
Sandra E. Trehub, Centre for Research in Human Development, University of Toronto, Erindale Campus, Mississauga, Ontario L5L 1C6, Canada
Sandra E. Trehub, Centre for Research in Human Development, University of Toronto, Erindale Campus, Mississauga, Ontario L5L 1C6, Canada
Get access Rights & Permissions [Opens in a new window]

Abstract

Normally hearing children (aged 4–10) and hearing-impaired children (aged 6–14) were tested on word awareness skills, such as the distinction between words and their referents, and their ability to provide explicit definitions of word. Older children performed significantly better than younger children, and normally hearing children performed significantly better than hearing-impaired children. However, orally educated children with mild or moderate hearing losses did not perform better than children with severe or profound losses. Instead, hearingimpaired children exhibited marked metalinguistic deficits, regardless of their degree of hearing loss. Finally, bimodally educated children performed significantly worse than orally educated children on the metalinguistic tasks of the present study. The implications of these findings for educational instruction are discussed.

Type
Articles
Information
Applied Psycholinguistics , Volume 14 , Issue 1 , January 1993 , pp. 61 - 73
Copyright
Copyright © Cambridge University Press 1993

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Allen, K. K. (1982). The development of young children's metalinguistic understanding of the word. Journal of Educational Research, 76, 89–93.CrossRefGoogle Scholar
Ben Zeev, S. (1977). Mechanisms by which childhood bilingualism affects understanding of language and language structures. In Hornby, P. A. (Ed.), Bilingualism: Psychologicalsocial, and educational implications (pp. 29–55). New York: Academic.Google Scholar
Bialystok, E. (1986). Factors in the growth of linguistic awareness. Child Development, 57, 498–510.Google Scholar
Bialystok, E. (1991). Letters, sounds, and symbols: Changes in children's understanding of written language. Applied Psycholinguistics, 12, 75–89.Google Scholar
Borman, L., Stoefen-Fisher, J. M., Taylor, N., Draper, L. M., & Neiderklein, L. (1988). Metalinguistic abilities of young hearing-impaired children: Performance on a judgement of synonymy task. American Annals of the Deaf, 133, 325–329.CrossRefGoogle ScholarPubMed
Bornstein, H., Saulnier, K. & Hamilton, L. (1980). Signed English: A first evaluation. American Annals of the Deaf, 125, 468–481.Google Scholar
Bowey, J. A. (1983). Teaching word awareness to preschool children within a kindergartensetting. In Cross, T. G. & Riach, L. M. (Eds.), Issues and research in child development: Proceedings of the Second National Conference on Child Development (pp. 68–81). Melbourne: Australian Council for Educational Research.Google Scholar
Bowey, J. A. & Francis, J. (1991). Phonological analyses as a function of age and exposureto reading instruction. Applied Psycholinguistics, 12, 91–121.Google Scholar
Bowey, J. A. & Tunmer, W. E. (1984). Word awareness in children. In Tunmer, W. E., Pratt, C. & Herriman, M. L. (Eds.), Metalinguistic awareness in children: Theory, research, and implications (pp. 73–91). Berlin: Springer-Verlag.CrossRefGoogle Scholar
Bradley, P. & Bryant, L. (1983). Categorizing sounds and learning to read: A causal connection. Nature, 301, 419–421.CrossRefGoogle Scholar
Brown, G., Anderson, A., Shillcock, R. M. & Yule, G. (1984). Teaching talk: Strategies forproduction and assessment. Cambridge: Cambridge University Press.Google Scholar
Brownell, M., Trehub, S. E. & Gartner, G. (1988). Children's understanding of referential messages by deaf and hearing speakers. First Language, 8, 271–286.Google Scholar
Bryant, P. (1986). Phonological skills and learning to read and write. In Foorman, B. K. & Siegel, A. W. (Eds.), Acquisition of reading skills: Cultural constraints and cognitive universals (pp. 51–69). Hillsdale, NJ: Erlbaum.Google Scholar
Ehri, L. C. (1975). Word consciousness in readers and prereaders. Journal of Educational Psychology, 67, 204–212.Google Scholar
Ehri, L. C. (1979). Linguistic insight: Threshold of reading acquisition. In Waller, T. G. & Mac-Kinnon, G. E. (Eds.), Reading research: Advances in theory and practice (pp. 63–114). New York: Academic.Google Scholar
Gartner, G. M. (1986). Children's conception of words. Unpublished master's thesis, University of Toronto.Google Scholar
Hakes, D. T. (1980). The development of metalinguistic abilities in children. New York: Springer-Verlag.CrossRefGoogle Scholar
Hirsh-Pasek, K. (1987). The metalinguistics of fingerspelling: An alternate way to increasereading vocabulary in congenitally deaf readers. Reading Research Quarterly, 22, 455–474.CrossRefGoogle Scholar
Ianco-Worall, A. (1972). Bilingualism and cognitive development. Child Development, 43, 1390–1400.Google Scholar
Kamhi, A. & Koenig, L. (1985). Metalinguistic awareness in normal and language-disordered children. language, Speech, and Hearing Services in Schools, 16, 199–210.CrossRefGoogle Scholar
Kamhi, A. G., Lee, R. F. & Nelson, L. K. (1985). Word, syllable, and sound awareness inlanguage-disordered children. Journal of Speech and Hearing Disorders, 50, 207–212.CrossRefGoogle ScholarPubMed
King, C. M. & Quigley, S. P. (1985). Reading and deafness. San Diego, CA: College-Hill.Google Scholar
Liberman, I. Y. (1973). Segmentation of the spoken word and reading acquisition. Bulletin of the Orton Society, 23, 65–77.Google Scholar
Liles, B., Schulman, M. & Bartlett, S. (1977). Judgments of grammaticality in normal and language-disordered children. Journal of Speech and Hearing Disorders, 42, 199–209.Google Scholar
Lundberg, I. (1978). Aspects of linguistic awareness related to reading. In Sinclair, A., Jarvella, R. & Levelt, W. (Eds.), The child's conception of language (pp. 83–96). NewYork: Springer-Verlag.Google Scholar
Lundberg, I. & Torneus, M. (1978). Nonreaders’ awareness of the basic relationship between spoken and written words. Journal of Experimental Child Psychology, 25, 404–412.CrossRefGoogle Scholar
MacKay-Soroka, S. A., Trehub, S. E. & Thorpe, L. A. (1987). Deaf children's referential messages to mother. Child Development, 58, 385–394.Google Scholar
MacKay-Soroka, S. A., Trehub, S. E. & Thorpe, L. A. (1988). Reception of mother's referential messages by deaf and hearing children. Developmental Psychology, 24, 277–285.Google Scholar
Mann, V. A. & Liberman, I. Y. (1984). Phonological awareness and short-term memory. Journal of Learning Disabilities, 17, 592–598.CrossRefGoogle ScholarPubMed
Markman, E. M. (1976). Children's difficulty with word-referent differentiation. Linguistics, 77, 231–255.Google Scholar
Mattingly, I. G. (1984). Reading, linguistic awareness, and language acquisition. In Down-ing, J. & Valtin, R. (Eds.), Linguistic awareness and learning to read (pp. 9–25). NewYork: Springer-Verlag.Google Scholar
McGarr, N. S. (1983). The intelligibility of deaf speech to experienced and inexperiencedlisteners. Journal of Speech and Hearing Research, 26, 451–458.Google Scholar
Monsen, R. B. (1983). The oral speech intelligibility of hearing-impaired talkers. Journal of Speech and Hearing Disorders, 48, 286–295.Google Scholar
Oloffson, A. & Lundberg, I. (1983). Can phonemic awareness be trained in kindergarten? Scandinavian Journal of Psychology, 24, 35–44.CrossRefGoogle Scholar
Papandropoulou, I. & Sinclair, H. (1974). What is a word? Experimental study of children'sideas on grammar. Human Development, 17, 241–258.Google Scholar
Quigley, S. P. & Paul, P. V. (1984). Language and deafness. San Diego: College-Hill.Google Scholar
Quigley, S., Wilbur, R., Power, D., Montanelli, D. & Steinkamp, M. (1976). Syntacticstructures in the language of deaf children. Urbana: University of Illinois Institute forChild Behavior and Development.Google Scholar
Ryan, E. B. (1980). Metalinguistic development and reading. In Waterhouse, L., Fischer, K. M.,& Ryan, E. B. (Eds.), Language awareness and reading (pp. 38–59). Newark, DE: International Reading Association.Google Scholar
Scribner, S. & Cole, M. (1981). The psychology of literacy. Cambridge, MA: Harvard Univer-sity Press.Google Scholar
Snow, C. E. (1990). The development of definitional skill. Journal of Child Language, 17, 697–710.Google Scholar
Stuart, M. & Coltheart, M. (1988). Does reading develop in a sequence of stages? Cognition, 30, 139–181.Google Scholar
Templeton, S. & Spivey, E. M. (1980). The concept of word in young children as a functionof level of cognitive development. Research in the Teaching of English, 14, 265–278.Google Scholar
Treiman, R. & Baron, J. (1983). Phonemic analysis training helps children benefit fromspelling-sound rules. Memory and Cognition, 11, 382–389.Google Scholar
Trybus, R. & Karchmer, M. (1977). School achievement scores of hearing-impaired children: National data on achievement status and growth patterns. American Annals of the Deaf Directory of Programs and Services, 122, 62–69.Google Scholar
Tunmer, W. E. & Bowey, J. A. (1984). Metalinguistic awareness and reading acquisition. In Tunmer, W. E., Pratt, C. & Herriman, M. L. (Eds.), Metalinguistic awareness in children: Theory, research and implications (pp. 144–168). Berlin: Springer-Verlag.Google Scholar
Wood, D. C. (1988). How children think and learn. New York: Blackwell.Google Scholar
Van Kleeck, A., (1982). The emergence of linguistic awareness: A cognitive framework. Mer-rill-Palmer Quarterly, 28, 237–265.Google Scholar
Zorfass, J. (1981). Metalinguistic awareness of young deaf children: A preliminary study. Applied Psycholinguistics, 2, 333–352.Google Scholar