Visual and phonological coding in working memory and orthographic skills of deaf children using chilean sign language

Jesús M. Alvarado, Aníbal Puente, Valeria Herrera

Research output: Contribution to journalArticlepeer-review

21 Citations (Scopus)

Abstract

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 phoneme-to-grapheme knowledge can facilitate reading for hearing children, fingerspelling-to-grapheme knowledge has the potential to play a similar role for deaf readers.

Original languageEnglish
Pages (from-to)467-479
Number of pages13
JournalAmerican Annals of the Deaf
Volume152
Issue number5
Publication statusPublished - Dec 2008

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Speech and Hearing

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