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The Neurobiological Correlates of Ph...

Andriola, Diana.

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The Neurobiological Correlates of Phonological Awareness and Reading Outcomes in Deaf Children.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Neurobiological Correlates of Phonological Awareness and Reading Outcomes in Deaf Children./
作者:	Andriola, Diana.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
面頁冊數:	131 p.
附註:	Source: Dissertations Abstracts International, Volume: 81-06, Section: A.
Contained By:	Dissertations Abstracts International81-06A.
標題:	Neurosciences. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27752426
ISBN:	9781392641118

The Neurobiological Correlates of Phonological Awareness and Reading Outcomes in Deaf Children.
Andriola, Diana.

The Neurobiological Correlates of Phonological Awareness and Reading Outcomes in Deaf Children. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 131 p.

Source: Dissertations Abstracts International, Volume: 81-06, Section: A.

Thesis (Ph.D.)--Gallaudet University, 2019.

This item must not be sold to any third party vendors.

Phonological awareness (PA) is the ability to identify and manipulate the phonological structure of words and is an important predictor of reading outcomes in hearing children. For deaf children, it has been assumed that to achieve success in reading, they too must use spoken language phonological information. However, evidence from studies of successful deaf readers does not support this assumption. Research examining the contribution of sign language proficiency to reading outcomes has repeatedly found strong correlations between these variables in deaf signers. Behavioral studies of sign language PA indicate a correlation with reading in deaf children; however, whether signed and spoken language PA are the product of a common cognitive mechanism and how signed language PA modulates reading outcomes remains unclear.We investigated the neural basis of PA for American Sign Language (ASL) and English, testing different hypotheses about the role of PA in deaf children's reading development. The spoken language phonology dependent hypothesis holds that in deaf children abstract phonological representations are assembled from auditory cues ( spoken English) and visual articulatory cues (mouth movements). These phonological representations, based on spoken language, form the basis of PA and reading in deaf children. On the other hand, according to the modality-independent hypothesis, abstract phonological representations are modality-independent. When children have early, natural exposure to language, regardless of modality, they develop strong phonological representations. These amodal phonological representations can be exploited to form the basis of deaf children's PA and reading development.

ISBN: 9781392641118Subjects--Topical Terms:

588700
Neurosciences.
Subjects--Index Terms:

Phonological Awareness

The Neurobiological Correlates of Phonological Awareness and Reading Outcomes in Deaf Children.
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