Spelling in Children with Cochlear Implants: Evidence of Underlying Processing Differences

Autor/inn/en	Bell, Nicola; Angwin, Anthony J.; Wilson, Wayne J.; Arnott, Wendy L.
Titel	Spelling in Children with Cochlear Implants: Evidence of Underlying Processing Differences
Quelle	In: Journal of Deaf Studies and Deaf Education, 24 (2019) 2, S.161-172 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-4159
DOI	10.1093/deafed/eny035
Schlagwörter	Spelling; Young Children; Assistive Technology; Deafness; Hearing Impairments; Oral Language; Accuracy; Phonological Awareness; Graphemes; Error Patterns; Phonics + Suchen Sie Ihr Suchwort? Schreibweise; Frühe Kindheit; Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Oral interpretation; Mündlicher Sprachgebrauch; Fehlertyp
Abstract	This study compared the spelling skills and sub-skills of young children with cochlear implants (CIs) who use spoken language only (n = 14) with those of a same-aged typically hearing (TH) control group (n = 30). Spelling accuracy was assessed using irregular and nonsense word stimuli. Error and regression analyses were conducted to provide insight into the phonological and orthographic spelling strategies used by each group. Results indicated that children with CIs were as accurate as the TH group. However, misspellings made by the CI group were less phonologically plausible, and while nonword spelling accuracy was related to letter-sound knowledge for the TH group, the same relationship was non-significant for the CI group. Hence, despite demonstrating a similar degree of overall spelling success to TH children, children with CIs appeared to apply phonics skills less effectively. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01