| Título: | Learning to read with sign language : how beginning deaf readers relate sign language to written words |
| Autores: | Ross, Danielle S. (Danielle Suzanne) |
| Fecha: | 1992 |
| Publicador: | McGill University - MCGILL |
| Fuente: |
 |
| Tipo: | Electronic Thesis or Dissertation |
| Tema: |
Education, Special. Education, Reading. |
| Descripción: |
How deaf children relate signs to written words was investigated. Thirty deaf children participated in a lexical decision task and a production task. On both tasks, the children recognized written words that form part of their sign lexicon more accurately and more quickly than words that do not. In the production task, the younger children made fewer errors on written words that share formational correspondences with their signed equivalents, whereas the older children did not. In the lexical decision task, the children recognized words that they signed correctly in the production task more accurately and more quickly than those words they fingerspelled correctly. These results indicate that deaf children organize their recognition of written words around their knowledge of sign language. Further, the children's responses to legal versus illegal pseudowords in the lexical decision task indicate that they can learn the orthographic rules of written English words. |
| Idioma: | en |
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