An Investigation of the Word Processing Skills of Deaf and Hearing Readers

Guldenoglu B., Kargin T., Miller P.

TURK PSIKOLOJI DERGISI, cilt.29, sa.73, ss.18-43, 2014 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 29 Sayı: 73
  • Basım Tarihi: 2014
  • Dergi Adı: TURK PSIKOLOJI DERGISI
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, TR DİZİN (ULAKBİM)
  • Sayfa Sayıları: ss.18-43
  • Anahtar Kelimeler: Deaf, reading, word processing skills, dual-route reading theory, PHONOLOGICAL AWARENESS, READING-COMPREHENSION, COMMUNICATION MODE, PHONEMIC AWARENESS, HEBREW READERS, INDIVIDUALS, CHILDREN, TELL, RECOGNITION, INSTRUCTION
  • Ankara Üniversitesi Adresli: Evet

Özet

The present study investigates differences in the word processing skills between deaf and hearing readers. The participants were 153 students (78 of them hearing, 75 of them deaf) evenly and randomly recruited from three levels of education (primary = 3rd-4th graders; middle = 6th-7th graders; high = 9th-10th graders). The students were tested with four computerized paradigms assessing their processing of isolated real\pseudo-word pairs under perceptual and conceptual conditions and their semantic word processing skills. Findings from the present study indeed point that although deaf participants tested in the study processed written words slower but similar accuracy than their hearing counterparts, they performed worse (both in speed of processing and accuracy) in semantic processing of real words (word relatedness) than their hearing counterparts and this difference was also consistent according to the educational levels of the participants.