Comparing the Spelling and Reading Abilities of Students with Cochlear Implants and Students with Typical Hearing

Autor/inn/en	Apel, Kenn; Masterson, Julie J.
Titel	Comparing the Spelling and Reading Abilities of Students with Cochlear Implants and Students with Typical Hearing
Quelle	In: Journal of Deaf Studies and Deaf Education, 20 (2015) 2, S.125-135 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-4159
DOI	10.1093/deafed/env002
Schlagwörter	Spelling; Reading Skills; Deafness; Hearing Impairments; Surgery; Assistive Technology; Comparative Analysis; Word Recognition; Reading Comprehension; Phonemic Awareness; Orthographic Symbols; Morphology (Languages); Graphemes; Correlation + Suchen Sie Ihr Suchwort? Schreibweise; Reading skill; Lesefertigkeit; Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Chirurgie; Worterkennung; Leseverstehen; Morphology; Morphologie; Korrelation
Abstract	The purpose of this study was to determine whether students with and without hearing loss (HL) differed in their spelling abilities and, specifically, in the underlying linguistic awareness skills that support spelling ability. Furthermore, we examined whether there were differences between the two groups in the relationship between reading and spelling. We assessed the spelling, word-level reading, and reading comprehension skills of nine students with cochlear implants and nine students with typical hearing who were matched for reading age. The students' spellings were analyzed to determine whether the misspellings were due to errors with phonemic awareness, orthographic pattern or morphological awareness, or poor mental graphemic representations. The students with HL demonstrated markedly less advanced spelling abilities than the students with typical hearing. For the students with HL, the misspellings were primarily due to deficiencies in orthographic pattern and morphological awareness. Correlations between measures of spelling and both real word reading and reading comprehension were lower for the students with HL. With additional investigations using a similar approach to spelling analysis that captures the underlying causes for spelling errors, researchers will better understand the linguistic awareness abilities that students with HL bring to the task of reading and spelling. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01