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dc.contributor.advisorQuinto-Pozos, David
dc.creatorCooley, Frances Grosvenor
dc.date.accessioned2018-08-09T16:08:46Z
dc.date.available2018-08-09T16:08:46Z
dc.date.created2018-05
dc.date.issued2018-06-19
dc.date.submittedMay 2018
dc.identifierdoi:10.15781/T2TM72K0T
dc.identifier.urihttp://hdl.handle.net/2152/67019
dc.description.abstractThis study uses eye-tracking to investigate the role of phonological awareness on phonological recoding during reading in deaf and hard-of-hearing (DHH) children who predominantly use sign language as compared to typically hearing children. Phonological recoding is one of the earliest strategies employed in reading, in which the reader maps each grapheme directly to the corresponding speech sound of the language (Jared, Levy, Ashby, and Agauas, 2015). Many DHH children struggle with reading, and the severity of the delays in some children increase with age. Although there are a few studies examining the eye-patterns during reading in DHH adults, there are considerably fewer studies examining phonological recoding and the role of phonological awareness during reading in DHH children (Belanger, Baum, and Mayberry 2011; Belanger, Rayner, and Mayberry, 2013). This study will be testing influence of the visual language signal on reading in deaf children. I compare phonological awareness skills of English, ASL, and mouthing gestures to reading fluency, measured via eye-movement patterns when reading a sequence of sentences an eye-tracker. Sentences are manipulated to target phonological recoding during reading by altering target words embedded in the sentence in three experimental conditions: no change, homophone foil, and spelling control (Jared et al. 2015). Preliminary results indicate that deaf signers are proficient readers and seemingly rely on ASL skills to read. In addition, I suggest that deaf signers do not participate in phonological recoding.
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.subjectASL
dc.subjectSigning
dc.subjectDeaf
dc.subjectLiteracy
dc.subjectReading
dc.subjectDeaf children
dc.subjectPhonological awareness
dc.subjectPhonological recoding
dc.subjectHard-of-hearing children
dc.subjectDeaf children reading
dc.subjectReading in deaf children
dc.subjectDHH children
dc.titleInvestigating the role of phonological awareness on phonological recoding during reading in deaf children
dc.typeThesis
dc.date.updated2018-08-09T16:08:46Z
dc.description.departmentLinguistics
thesis.degree.departmentLinguistics
thesis.degree.disciplineLinguistics
thesis.degree.grantorThe University of Texas at Austin
thesis.degree.levelMasters
thesis.degree.nameMaster of Arts
dc.type.materialtext


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