Division of Psychology and Language Sciences, Deafness, Cognition, and Language Research Centre, University College London, London WC1E 6BT, UK.
J Exp Child Psychol. 2010 Nov;107(3):229-43. doi: 10.1016/j.jecp.2010.04.011. Epub 2010 Jun 8.
The development of reading ability in a group of deaf children was followed over a 3-year period. A total of 29 deaf children (7-8 years of age at the first assessment) participated in the study, and every 12 months they were given a battery of literacy, cognitive, and language tasks. Earlier vocabulary and speechreading skills predicted longitudinal growth in reading achievement. The relations between reading and the predictor variables showed developmental change. Earlier reading ability was related to later phonological awareness skills, suggesting that deaf children might develop their phonological awareness through reading. Deaf children who had the most age-appropriate reading skills tended to have less severe hearing losses and earlier diagnoses and also preferred to communicate through speech. The theoretical implications of the role for speechreading, vocabulary and phonological awareness in deaf children's literacy are discussed.
研究人员对一组聋童的阅读能力发展进行了为期 3 年的跟踪。共有 29 名聋童（第一次评估时年龄为 7-8 岁）参与了这项研究，每隔 12 个月，他们就会接受一系列读写、认知和语言任务的测试。早期的词汇和口语阅读技能预测了阅读成绩的纵向增长。阅读能力与预测变量之间的关系表现出发展变化。早期的阅读能力与后来的语音意识技能相关，这表明聋童可能通过阅读发展他们的语音意识。具有最适合年龄的阅读技能的聋童往往听力损失较轻、诊断较早，并且更喜欢通过言语进行交流。本文讨论了口语阅读、词汇和语音意识在聋童读写能力中的作用的理论意义。
