Spelling, Reading Abilities and Speech Perception in Deaf Children with a Cochlear Implant

This study aims to compare word spelling outcomes for French-speaking deaf children with a cochlear implant (CI) with hearing children who matched for age, level of education and gender. A picture written naming task controlling for word frequency, word length, and phoneme-to-grapheme predictability...

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Bibliographic Details
Published in:Scientific studies of reading 2019-11, Vol.23 (6), p.494-508
Main Authors: Simon, Marie, Fromont, Lauren A., Le Normand, Marie-Thérèse, Leybaert, Jacqueline
Format: Article
Language:English
Subjects:
Age
Assistive Technology
Auditory Perception
Children
Cochlear implants
Deafness
Elementary School Students
Error Patterns
Foreign Countries
French
French language
Grapheme phoneme correspondence
Life Sciences
Morphology (Languages)
Naming
Neurons and Cognition
Phoneme Grapheme Correspondence
Phonemes
Phonology
Psycholinguistics
Reading Ability
Speech
Speech perception
Spelling
Transplants & implants
Visual Aids
Word Frequency
Word length
Word Recognition
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Summary:This study aims to compare word spelling outcomes for French-speaking deaf children with a cochlear implant (CI) with hearing children who matched for age, level of education and gender. A picture written naming task controlling for word frequency, word length, and phoneme-to-grapheme predictability was designed to analyze spelling productions. A generalized linear mixed model on the percentage of correct spelling revealed an effect of participant's reading abilities, but no effect of hearing status. Word frequency and word length, but not phoneme-to-grapheme predictability, contributed to explaining the spelling variance. Deaf children with a CI made significantly less phonologically plausible errors and more phonologically unacceptable errors when compared to their hearing peers. Age at implantation and speech perception scores were related to deaf children's errors. A good word spelling level can be achieved by deaf children with a CI, who nonetheless use less efficiently the phoneme-to-grapheme strategy than do hearing children.
ISSN:1088-8438
1532-799X
DOI:10.1080/10888438.2019.1613407