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Phonemic Awareness is Not Necessary to Become a Skilled Deaf Reader

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Abstract

A review of research investigating prelingually deaf individuals’ word reading skills, phonemic awareness, and reading comprehension challenges the widely held conclusion that the impoverished readings skills of such individuals are the result of poor phonological processing abilities. Compelling findings show that—notwithstanding often remarkably poor phonemic awareness of the prelingually deaf—such readers succeed in developing word-reading strategies that sustain written word recognition at comparable levels to their hearing counterparts. Moreover, evidence suggests no direct causal relationship between their sensitivity to the phonological properties of words and their ability to comprehend connected text. These findings further indicate that such readers may gain from the development of orthographic knowledge in conjunction with syntactic awareness and metacognitive skills but not necessarily from the sheer fostering of their phonemic/phonological awareness.

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Notes

  1. CS (Cued Speech) is a system of hand configurations used in combination with specific locations on the speakers face to visually (manually) convey phonemic information that for the severely hearing impaired is no longer unambiguously perceivable from speech reading because of the place of its articulation in the vocal track (gutturals) or due to its coinciding identical visual appearance on the speaker’s lips.

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Acknowledgment

This manuscript was prepared with the support of SLC on Visual Language and Visual Learning (VL2), NSF Grant # SBE-0541953

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  1. Department of Education, University of Haifa (IL), Haifa, 31905, Israel

    Paul Miller

  2. VL2 Science of Learning Center, Gallaudet University, Washington DC, USA

    M. Diane Clark

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Miller, P., Clark, M.D. Phonemic Awareness is Not Necessary to Become a Skilled Deaf Reader. J Dev Phys Disabil 23, 459–476 (2011). https://doi.org/10.1007/s10882-011-9246-0

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