Skip Navigation

This Article
Right arrow FREE Full Text (PDF) Freely available
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow Add to My Personal Archive
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Disclaimer
Google Scholar
Right arrow Articles by Lichtenstein, E. H.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Lichtenstein, E. H.
Social Bookmarking
Add to CiteULike   Add to Connotea   Add to Del.icio.us  
What's this?

Journal of Deaf Studies and Deaf Education 3:2 1998
© 1998 Oxford University Press

The Relationships Between Reading Processes and English Skills of Deaf College Students

Edward H. Lichtenstein

National Technical Institute for the Deaf Rochester Institute of Technology

This research project investigated the relationships between various working memory, (WM) recoding processes and English language skills in a sample of 86 prelingually deaf college students from varied educational backgrounds. Part I reports the results of a short-term memory (STM) experiment and a Recoding Strategies questionnaire. The STM results suggested that, for most deaf students, neither the speech, sign, or visual codes are as efficient as the speech code of hearing persons for the purpose of maintaining English linguistic information in WM. However, the ability to use speech-based recoding processes was positively correlated with WM capacity, and the use of sign recoding was found to decrease as the ability to make efficient use of a speech recoding strategy increased. In addition, the questionnaire data suggested that neither the speech nor sign recoding systems provide the majority of students with a complete internal representation of English surface structure grammatical information in WM. There was no evidence that the use of sign language in education interfered with the ability to develop a speech recoding strategy, or that knowledge of American Sign Language (ASL) negatively influenced the acquisition of English skills. The overall pattern of results suggested that WM processes and strategies may be influencing grammatical processes, and the acquisition of English skills, in distinctive ways.


Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us    What's this?


This article has been cited by other articles:


Home page
 J Deaf Stud Deaf EducHome page
B. Figueras, L. Edwards, and D. Langdon
Executive Function and Language in Deaf Children
J. Deaf Stud. Deaf Educ., July 1, 2008; 13(3): 362 - 377.
[Abstract] [Full Text] [PDF]

Home page
 J Deaf Stud Deaf EducHome page
D. Hermans, H. Knoors, E. Ormel, and L. Verhoeven
The Relationship Between the Reading and Signing Skills of Deaf Children in Bilingual Education Programs
J. Deaf Stud. Deaf Educ., April 8, 2008; (2008) enn009v1.
[Abstract] [Full Text] [PDF]


Disclaimer:
Please note that abstracts for content published before 1996 were created through digital scanning and may therefore not exactly replicate the text of the original print issues. All efforts have been made to ensure accuracy, but the Publisher will not be held responsible for any remaining inaccuracies. If you require any further clarification, please contact our Customer Services Department.