Apel Kenn, Masterson Julie J
University of South Carolina and
Missouri State University.
J Deaf Stud Deaf Educ. 2015 Apr;20(2):125-35. doi: 10.1093/deafed/env002. Epub 2015 Feb 17.
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.
本研究的目的是确定有听力损失（HL）和无听力损失的学生在拼写能力上是否存在差异，特别是在支持拼写能力的潜在语言意识技能方面。此外，我们还研究了两组学生在阅读与拼写关系上是否存在差异。我们评估了九名接受人工耳蜗植入的学生和九名听力正常且阅读年龄匹配的学生的拼写、单词层面阅读和阅读理解技能。对学生的拼写进行分析，以确定拼写错误是由于音素意识、正字法模式或形态意识方面的错误，还是由于心理字形表征不佳所致。与听力正常的学生相比，有HL的学生的拼写能力明显较差。对于有HL的学生来说，拼写错误主要是由于正字法模式和形态意识方面的不足。有HL的学生在拼写与实词阅读和阅读理解测量之间的相关性较低。通过使用类似的拼写分析方法进行额外调查，以捕捉拼写错误的根本原因，研究人员将能更好地理解有HL的学生在阅读和拼写任务中所具备的语言意识能力。
