Colin S, Magnan A, Ecalle J, Leybaert J
Université Lumière Lyon2, Laboratoire d'Etude des Mécanismes Cognitifs (ENC), France.
J Child Psychol Psychiatry. 2007 Feb;48(2):139-46. doi: 10.1111/j.1469-7610.2006.01700.x.
The aim of the present study was twofold: 1) to determine whether phonological skills measured in deaf prereaders predict their later phonological and reading skills after one year of reading instruction as is the case for hearing children; 2) to examine whether the age of exposure to a fully specified phonological input such as Cued Speech may explain the inter-individual differences observed in deaf children's phonological and word recognition levels.
Twenty-one 6-year-old deaf prereaders and 21 hearing children of the same chronological age performed two phonological tasks (rhyme decision and generation tasks); they were re-assessed 12 months later and presented with other phonological tasks (rhyme decision and common unit identification tasks) and a written word choice test.
Phonological skills measured before learning to read predicted the written word recognition score the following year, both for hearing and for deaf participants. Age of onset of exposure to Cued Speech was also a strong predictor of phonological and written word recognition scores in beginning deaf readers.
The evidence broadly supports the idea of a capacity for acquiring phonological skills in deaf children. Deaf children who are able to develop an implicitly structured phonological knowledge before learning to read will be better readers when this knowledge becomes explicit under the pressure of reading instruction.
本研究有两个目的：1）确定聋学前儿童所测量的语音技能是否像听力正常儿童那样，能够预测其在接受一年阅读教学后的语音和阅读技能；2）研究接触如提示语（Cued Speech）这种完全明确的语音输入的年龄，是否可以解释在聋童语音和单词识别水平上观察到的个体差异。
21名6岁的聋学前儿童和21名同龄的听力正常儿童完成了两项语音任务（押韵判断和生成任务）；12个月后对他们进行重新评估，并进行其他语音任务（押韵判断和共同单元识别任务）以及一项书面单词选择测试。
对于听力正常和聋童参与者，学习阅读前测量的语音技能都能预测次年的书面单词识别分数。开始接触提示语的年龄也是初入学聋童语音和书面单词识别分数的一个强有力的预测指标。
证据广泛支持聋童具备获取语音技能能力这一观点。能够在学习阅读前发展出隐含结构化语音知识的聋童，在阅读教学的压力下使这种知识变得明确时，将会成为更好的阅读者。
