Journal of Deaf Studies and Deaf Education, Vol 4, 111-123, Copyright © 1999 by Oxford University Press
A Sutcliffe, A Dowker and R Campbell
A written pictures to spelling task was given to two groups of children, 17
deaf children from signing schools (average age = 10.7) and 20 hearing
children learning English as a second language (ESL, average age = 10.4).
The stimuli were equally divided according to frequency, phonological
regularity, and orthographic regularity. We predicted that the deaf group
would not differ from the ESL group in the pattern of their responses
across word classes, categorized in terms of the effect of frequency and
phonological and orthographic regularity. Results showed that broadly this
was the case, but more detailed analysis showed that the approach of the
two groups was different. More specifically, the deaf children appeared to
be sensitive to, but not aware of, phonology in their spelling, whereas the
ESL group showed awareness of, as well as sensitivity to, phonology in
their spelling.
ARTICLES
Deaf children's spelling: does it show sensitivity to phonology?
Balliol College, Oxford, UK; University College London, UK; Corresponding author at: Department of Experimental Psychology, University of Oxford, South Parks Road, Oxford OX1 3UD, UK
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