Institute of Cognitive Neuroscience, University College London, United Kingdom.
Deafness Cognition and Language Research Centre, University College London, United Kingdom.
J Speech Lang Hear Res. 2020 Nov 13;63(11):3775-3785. doi: 10.1044/2020_JSLHR-20-00159. Epub 2020 Oct 27.
Purpose Speechreading (lipreading) is a correlate of reading ability in both deaf and hearing children. We investigated whether the relationship between speechreading and single-word reading is mediated by phonological awareness in deaf and hearing children. Method In two separate studies, 66 deaf children and 138 hearing children, aged 5-8 years old, were assessed on measures of speechreading, phonological awareness, and single-word reading. We assessed the concurrent relationships between latent variables measuring speechreading, phonological awareness, and single-word reading. Results In both deaf and hearing children, there was a strong relationship between speechreading and single-word reading, which was fully mediated by phonological awareness. Conclusions These results are consistent with ideas from previous studies that visual speech information contributes to the development of phonological representations in both deaf and hearing children, which, in turn, support learning to read. Future longitudinal and training studies are required to establish whether these relationships reflect causal effects.
口语阅读（唇读）是聋童和听障儿童阅读能力的一个相关因素。我们研究了在聋童和听障儿童中，口语阅读和单字阅读之间的关系是否通过语音意识来中介。方法：在两项独立的研究中，我们评估了 66 名聋童和 138 名听障儿童的口语阅读、语音意识和单字阅读能力。我们评估了测量口语阅读、语音意识和单字阅读的潜在变量之间的并发关系。结果：在聋童和听障儿童中，口语阅读和单字阅读之间存在很强的关系，这种关系完全通过语音意识来中介。结论：这些结果与之前的研究观点一致，即视觉言语信息有助于聋童和听障儿童语音表征的发展，而语音表征又支持阅读学习。需要进行未来的纵向和训练研究，以确定这些关系是否反映因果效应。
