VISUAL AND PHONOLOGICAL CODING IN WORKING MEMORY AND ORTHOGRAPHIC SKILLS OF DEAF CHILDREN USING CHILEAN SIGN LANGUAGE

JESÚS M. ALVARADO, ANÍBAL PUENTE, AND VALERIA HERRERA.

AMERICAN ANNALS OF THE DEAF. VOLUME152, NO. 5, 2008. Indexado por el ISI

 

DEAF CHILDREN can improve their reading skills by learning to use alternative, visual codes such as fingerspelling. A sample of 28 deaf children between the ages of 7 and 16 years was used as an experimental group and another sample of 15 hearing children of similar age and academic level as a control group. Two experiments were carried out to study the possible interactions between phonological and visual codes and working memory, and to understand the relationships between these codes and reading and orthographic achievement. The results highlight the relationship between dactylic and orthographic coding. Just as phonemeto-grapheme knowledge can facilitate reading for hearing children, fingerspelling-to-grapheme knowledge has the potential to play a similar role for deaf readers.

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https://docs.google.com/file/d/0B3rjR19p5nooYUs2anR6dWE0TGs/edit?usp=sharing

A PEDAGOGICAL INTERVENTION IN READING AND WRITING FOR DEAF STUDENTS BASED ON DEVELOPING VISUAL LEARNING STRATEGIES

Valeria Herrera1, Aníbal Puente2, Jesús M. Alvarado2
1Universidad Metropolitana de Ciencias de la Educación (CHILE)
2Instituto de Estudios Biofuncionales. Universidad Complutense de Madrid (SPAIN)

valeria.herrera@umce.cl, apuente@psi.ucm.es, alvarado@psi.ucm.es

Proceedings of ICERI2011 Conference. 14th-16th November 2011, Madrid, Spain.
ISBN: 978-84-615-3324-4 006904

Abstract
The history of education with regard to teaching deaf people the reading and writing skills employed
by hearing people in different languages is marked by failure. Generally speaking, the results obtained with  these  subjects  using  the  various  teaching  methods  implemented  have  not  been  very  positive. This is largely due to the lack of access that deaf people have to the phonological codes considered key to achieving an acceptable level of competence in reading and writing. Our research team has been  working  for  over  a  decade  on  an  alternative  way  of  tackling  the  problem,  based  on  using, reinforcing and developing the visual strategies that these people have available (sign language and touch-typing) creating connections between the language of hearers and that of deaf people. In this study  we  present  the  results  obtained  from  an  intervention  with  deaf  boys  and  girls  whose  primary language is sign language. The study shows that, when a bilingual model based on developing visual strategies  (sign  language,  dactylology  and  lip  reading)  is  used,  deaf  students  can  make  significant progress with their reading and writing skills, bringing them closer to the performance of hearing boys and girls of similar ages.

Keywords: Deaf, visual strategies, sign language, read and write.


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https://docs.google.com/file/d/0B3rjR19p5nooa29PdlY3bmZ3Rkk/edit?usp=sharing