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

Ana-Belén Domínguez · María-Soledad Carrillo · Jesüs Alegría

31 citations0/0 files storedThe Journal of Deaf Studies and Deaf Education

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Hearing Impairment and Communication Reading and Literacy Development Hearing Loss and Rehabilitation

Abstract

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 words. The present results show that deaf children, including those wearing CIs from an early age, do use the KWS. It is also shown that this tendency is related with a linguistic deficiency, especially with a poor ability to deal with function words. Furthermore, the age of implantation, and the degree of hearing loss for children without CIs, plays an important role in using the KWS. Some pedagogical consequences of this situation are considered.

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2003Oxford handbook of deaf studies, language, and education 2006What's meaning got to do with it: The role of vocabulary in word reading and reading comprehension.2000The Stanford Achievement Test, 9th Edition: National Norming and Performance Standards for Deaf and Hard-of-Hearing Students 2000Reading Optimally Builds on Spoken Language: Implications for Deaf Readers 2000How Do Children Who Can't Hear Learn to Read an Alphabetic Script? A Review of the Literature on Reading and Deafness 2006Concurrent Correlates and Predictors of Reading and Spelling Achievement in Deaf and Hearing School Children 1985Reading and deafness 2011The role of vocabulary depth in predicting reading comprehension among English monolingual and Spanish–English bilingual children in elementary school

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