How Do Deaf Children With and Without Cochlear Implants Manage to Read Sentences: The Key Word Strategy

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منابع مشابه

How Do Deaf Children With and Without Cochlear Implants Manage to Read Sentences: The Key Word Strategy.

The aim of this study is to examine the mechanisms used by deaf children with and without cochlear implants (CIs) to read sentences and the linguistic bases (vocabulary and syntax) underlying those reading mechanisms. Previous studies have shown that deaf persons read sentences using the key word strategy (KWS), which consists of identifying some frequent content words and ignoring the function...

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balance performance of deaf children with and without cochlear implants

the aim of this study was to compare the static and dynamic balance performance of deaf children with and without cochlear implants. this is a cross-sectional study of 145 school children, aged between 7 and 12 years comprising 85 children with congenital or early acquired bilateral profound sensorineural hearing loss (the hearing loss group) and 60 normal hearing aged-matched control counterpa...

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Motor development of deaf children with and without cochlear implants.

The purpose of this study was to investigate the impact of a cochlear implant (CI) on the motor development of deaf children. The study involved 36 mainstreamed deaf children (15 boys, 21 girls; 4- to 12-years old) without any developmental problems. Of these children, 20 had been implanted. Forty-three hearing children constituted a comparison group. Motor development was assessed by three sta...

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SPELLING OF DEAF CHILDREN WITH COCHLEAR IMPLANTS 1 Spelling of Deaf Children Who Use Cochlear Implants

The spellings of 39 profoundly deaf users of cochlear implants, aged 6–12 years, were compared with those of 39 hearing peers. When controlled for age and reading ability, the error rates of the 2 groups were not significantly different. Both groups evinced phonological spelling strategies, performing better on words with more typical sound–spelling correspondences and often making misspellings...

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How do Profoundly Deaf Children Learn to Read?

Reading requires two related, but separable, capabilities: (1) familiarity with a language, and (2) understanding the mapping between that language and the printed word (Chamberlain & Mayberry, 2000; Hoover & Gough, 1990). Children who are profoundly deaf are disadvantaged on both counts. Not surprisingly, then, reading is difficult for profoundly deaf children. But some deaf children do manage...

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ژورنال

عنوان ژورنال: Journal of Deaf Studies and Deaf Education

سال: 2016

ISSN: 1081-4159,1465-7325

DOI: 10.1093/deafed/enw026