Journal of Deaf Studies and Deaf Education, Vol 4, 124-143, Copyright © 1999 by Oxford University Press
C Transler, J Leybaert and J Gombert
This study aimed at examining whether deaf children process written words
on the basis of phonological units. In French, the syllable is a
phonologically and orthographically well-defined unit. French deaf children
and hearing children matched on word recognition level were asked to copy
written words and pseudo-words. The number of glances at the item, copying
duration, and the locus of the first segmentation (i.e., after the first
glance) within the item were measured. The main question was whether the
segments copied by the deaf children corresponded to syllables as defined
by phonological and orthographic rules.The results showed that deaf
children, like hearing children, used syllables as copying units when the
syllable boundaries were marked both by orthographic and phonological
criteria. However, in a condition in which orthographic and phonological
criteria were differentiated, the deaf children did not perform
phonological segmentations while the hearing children did. We discuss two
explanatory hypotheses. First, items in this condition were difficult to
decode for deaf children; second, orthographic units were probably easier
to process for deaf children than phonological units because of a lack of
automaticity in their phonological conversion processes for pseudo-words.
Finally, incidental observations during the experimental task raised the
question of the use of fingerspelled units.
ARTICLES
Do deaf children use phonological syllables as reading units?
Université de Bourgogne, France; Universié de Bruxelles, Belgium; Université de Haute Bretagne, France; Corresponding author at: L.E.A.D./C.N.R.S.-6, Bd Gabriel-F 21000 Dijon, France. E-mail: Catherine. Transler@u-bourgogne.fr
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