Learning to Read for Spanish-Speaking Deaf Children With and Without Cochlear Implants: The Role of Phonological and Orthographic Representation

The authors examined the relationship between cochlear implants (CIs) and reading acquisition and attempted to determine the part played by phonological and orthographic resources in this task. Four groups of Spanish-speaking deaf children were examined: children with either early- or late-implanted...

Full description

Saved in:
Bibliographic Details
Published in:American annals of the deaf (Washington, D.C. 1886) D.C. 1886), 2019, Vol.164 (1), p.37-72
Main Authors: Domínguez, Ana-Belén, Alegría, Jesús, Carrillo, María-Soledad, González, Virginia
Format: Article
Language:English
Subjects:
Adolescent
Age Differences
Assistive Technology
Child
Child Health
Children
Children & youth
Cochlear Implantation - methods
Cochlear Implants
Cohort Studies
Cued Speech
Deafness
Deafness - surgery
Education of Hearing Disabled - methods
Elementary School Students
Female
Foreign Countries
Hearing disorders
Hearing Impairments
Humans
Learning
Male
Orthography
Persons With Hearing Impairments
Phonetics
Phonics
Phonological Awareness
Phonology
Reading
Reading acquisition
Reading comprehension
Reading Skills
Role
Secondary School Students
Severity (of Disability)
Spain
Spanish language
Spanish Speaking
Spelling
Spelling acquisition
Task Performance and Analysis
Transplants & implants
Word processing
Citations: Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
cited_by cdi_FETCH-LOGICAL-c410t-e51b5ac9d9ea70a43e38a1c962ab4e64eefd0a58b790dc6d246e448b4bb049e53
cites
container_end_page 72
container_issue 1
container_start_page 37
container_title American annals of the deaf (Washington, D.C. 1886)
container_volume 164
creator Domínguez, Ana-Belén
Alegría, Jesús
Carrillo, María-Soledad
González, Virginia
description The authors examined the relationship between cochlear implants (CIs) and reading acquisition and attempted to determine the part played by phonological and orthographic resources in this task. Four groups of Spanish-speaking deaf children were examined: children with either early- or late-implanted CIs, and children without CIs who had either moderate or profound hearing loss. A hearing group was included to control for age and reading level. Reading, spelling, and three metaphonological abilities were evaluated. The results showed that the reading levels achieved by deaf children strongly depend on phonological ability. Age at implantation and, for deaf children without CIs, degree of hearing loss, play important roles in this ability. The results further suggest that both deaf and hearing children develop phonological representations of words, a skill that contributes to reading and spelling acquisition. Reciprocally, reading itself contributes to the elaboration of phonological and orthographic representations.
doi_str_mv 10.1353/aad.2019.0009
format article
fullrecord <record><control><sourceid>jstor_proqu</sourceid><recordid>TN_cdi_proquest_miscellaneous_2231963402</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ1219398</ericid><jstor_id>26663602</jstor_id><sourcerecordid>26663602</sourcerecordid><originalsourceid>FETCH-LOGICAL-c410t-e51b5ac9d9ea70a43e38a1c962ab4e64eefd0a58b790dc6d246e448b4bb049e53</originalsourceid><addsrcrecordid>eNpdkU1v1DAYhC0EokvhyBEUqRcuWfzajhMf0dKWopUqsXzdLMd-w2ZJ4mAnB_59nW7ZSpxseR6NxjOEvAa6Bl7w98a4NaOg1pRS9YSsoBA8p7wsnpJVemJ5yeTPM_IixgOlAEoUz8kZB1pRqGBFvm_RhKEdfmWTz76gcVnjQ7YbzdDGfb4b0fxexI9ommyzbzsXcMh-tNM-M4O7v_h5yjbe7rtklN30Y2eGKb4kzxrTRXz1cJ6Tb1eXXzef8u3t9c3mwza3AuiUYwF1YaxyCk1JjeDIKwNWSWZqgVIgNo6aoqpLRZ2VjgmJQlS1qGsqFBb8nLw7-o7B_5kxTrpvo8UuhUA_R80YByW5oCyhF_-hBz-HIaVbqIQpAJGo_EjZ4GMM2OgxtL0JfzVQvRSuU-F6KVwvhSf-7YPrXPfoTvS_hhPw5ghgaO1JvvwMDBRXVdLFKdYB7dTPER-TlYxLKfVuWXUZFRQso8pH20OcfDj5skRzmX57B-6snXQ</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2233199114</pqid></control><display><type>article</type><title>Learning to Read for Spanish-Speaking Deaf Children With and Without Cochlear Implants: The Role of Phonological and Orthographic Representation</title><source>Education Collection (Proquest) (PQ_SDU_P3)</source><source>JSTOR Archival Journals and Primary Sources Collection</source><source>Project Muse:Jisc Collections:Project MUSE Journals Agreement 2024:Premium Collection</source><source>Social Science Premium Collection</source><source>Linguistics Collection</source><source>ProQuest One Literature</source><source>ERIC</source><source>Linguistics and Language Behavior Abstracts (LLBA)</source><creator>Domínguez, Ana-Belén ; Alegría, Jesús ; Carrillo, María-Soledad ; González, Virginia</creator><creatorcontrib>Domínguez, Ana-Belén ; Alegría, Jesús ; Carrillo, María-Soledad ; González, Virginia</creatorcontrib><description>The authors examined the relationship between cochlear implants (CIs) and reading acquisition and attempted to determine the part played by phonological and orthographic resources in this task. Four groups of Spanish-speaking deaf children were examined: children with either early- or late-implanted CIs, and children without CIs who had either moderate or profound hearing loss. A hearing group was included to control for age and reading level. Reading, spelling, and three metaphonological abilities were evaluated. The results showed that the reading levels achieved by deaf children strongly depend on phonological ability. Age at implantation and, for deaf children without CIs, degree of hearing loss, play important roles in this ability. The results further suggest that both deaf and hearing children develop phonological representations of words, a skill that contributes to reading and spelling acquisition. Reciprocally, reading itself contributes to the elaboration of phonological and orthographic representations.</description><identifier>ISSN: 0002-726X</identifier><identifier>ISSN: 1543-0375</identifier><identifier>EISSN: 1543-0375</identifier><identifier>DOI: 10.1353/aad.2019.0009</identifier><identifier>PMID: 31080181</identifier><language>eng</language><publisher>United States: Gallaudet University Press</publisher><subject>Adolescent ; Age Differences ; Assistive Technology ; Child ; Child Health ; Children ; Children &amp; youth ; Cochlear Implantation - methods ; Cochlear Implants ; Cohort Studies ; Cued Speech ; Deafness ; Deafness - surgery ; Education of Hearing Disabled - methods ; Elementary School Students ; Female ; Foreign Countries ; Hearing disorders ; Hearing Impairments ; Humans ; Learning ; Male ; Orthography ; Persons With Hearing Impairments ; Phonetics ; Phonics ; Phonological Awareness ; Phonology ; Reading ; Reading acquisition ; Reading comprehension ; Reading Skills ; Role ; Secondary School Students ; Severity (of Disability) ; Spain ; Spanish language ; Spanish Speaking ; Spelling ; Spelling acquisition ; Task Performance and Analysis ; Transplants &amp; implants ; Word processing</subject><ispartof>American annals of the deaf (Washington, D.C. 1886), 2019, Vol.164 (1), p.37-72</ispartof><rights>Copyright © Conference of Educational Administrators of Schools and Programs for the Deaf.</rights><rights>Copyright American Annals of the Deaf Spring 2019</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c410t-e51b5ac9d9ea70a43e38a1c962ab4e64eefd0a58b790dc6d246e448b4bb049e53</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.proquest.com/docview/2233199114/fulltextPDF?pq-origsite=primo$$EPDF$$P50$$Gproquest$$H</linktopdf><linktohtml>$$Uhttps://www.proquest.com/docview/2233199114?pq-origsite=primo$$EHTML$$P50$$Gproquest$$H</linktohtml><link.rule.ids>314,780,784,4024,12851,21378,21382,21394,27923,27924,27925,31269,33611,33612,33877,33878,33911,33912,43733,43880,43896,58238,58471,62661,62662,62664,62677,74196,74221,74397,74413</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1219398$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/31080181$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Domínguez, Ana-Belén</creatorcontrib><creatorcontrib>Alegría, Jesús</creatorcontrib><creatorcontrib>Carrillo, María-Soledad</creatorcontrib><creatorcontrib>González, Virginia</creatorcontrib><title>Learning to Read for Spanish-Speaking Deaf Children With and Without Cochlear Implants: The Role of Phonological and Orthographic Representation</title><title>American annals of the deaf (Washington, D.C. 1886)</title><addtitle>Am Ann Deaf</addtitle><description>The authors examined the relationship between cochlear implants (CIs) and reading acquisition and attempted to determine the part played by phonological and orthographic resources in this task. Four groups of Spanish-speaking deaf children were examined: children with either early- or late-implanted CIs, and children without CIs who had either moderate or profound hearing loss. A hearing group was included to control for age and reading level. Reading, spelling, and three metaphonological abilities were evaluated. The results showed that the reading levels achieved by deaf children strongly depend on phonological ability. Age at implantation and, for deaf children without CIs, degree of hearing loss, play important roles in this ability. The results further suggest that both deaf and hearing children develop phonological representations of words, a skill that contributes to reading and spelling acquisition. Reciprocally, reading itself contributes to the elaboration of phonological and orthographic representations.</description><subject>Adolescent</subject><subject>Age Differences</subject><subject>Assistive Technology</subject><subject>Child</subject><subject>Child Health</subject><subject>Children</subject><subject>Children &amp; youth</subject><subject>Cochlear Implantation - methods</subject><subject>Cochlear Implants</subject><subject>Cohort Studies</subject><subject>Cued Speech</subject><subject>Deafness</subject><subject>Deafness - surgery</subject><subject>Education of Hearing Disabled - methods</subject><subject>Elementary School Students</subject><subject>Female</subject><subject>Foreign Countries</subject><subject>Hearing disorders</subject><subject>Hearing Impairments</subject><subject>Humans</subject><subject>Learning</subject><subject>Male</subject><subject>Orthography</subject><subject>Persons With Hearing Impairments</subject><subject>Phonetics</subject><subject>Phonics</subject><subject>Phonological Awareness</subject><subject>Phonology</subject><subject>Reading</subject><subject>Reading acquisition</subject><subject>Reading comprehension</subject><subject>Reading Skills</subject><subject>Role</subject><subject>Secondary School Students</subject><subject>Severity (of Disability)</subject><subject>Spain</subject><subject>Spanish language</subject><subject>Spanish Speaking</subject><subject>Spelling</subject><subject>Spelling acquisition</subject><subject>Task Performance and Analysis</subject><subject>Transplants &amp; implants</subject><subject>Word processing</subject><issn>0002-726X</issn><issn>1543-0375</issn><issn>1543-0375</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2019</creationdate><recordtype>article</recordtype><sourceid>7SW</sourceid><sourceid>7T9</sourceid><sourceid>AIMQZ</sourceid><sourceid>ALSLI</sourceid><sourceid>CJNVE</sourceid><sourceid>CPGLG</sourceid><sourceid>M0P</sourceid><recordid>eNpdkU1v1DAYhC0EokvhyBEUqRcuWfzajhMf0dKWopUqsXzdLMd-w2ZJ4mAnB_59nW7ZSpxseR6NxjOEvAa6Bl7w98a4NaOg1pRS9YSsoBA8p7wsnpJVemJ5yeTPM_IixgOlAEoUz8kZB1pRqGBFvm_RhKEdfmWTz76gcVnjQ7YbzdDGfb4b0fxexI9ommyzbzsXcMh-tNM-M4O7v_h5yjbe7rtklN30Y2eGKb4kzxrTRXz1cJ6Tb1eXXzef8u3t9c3mwza3AuiUYwF1YaxyCk1JjeDIKwNWSWZqgVIgNo6aoqpLRZ2VjgmJQlS1qGsqFBb8nLw7-o7B_5kxTrpvo8UuhUA_R80YByW5oCyhF_-hBz-HIaVbqIQpAJGo_EjZ4GMM2OgxtL0JfzVQvRSuU-F6KVwvhSf-7YPrXPfoTvS_hhPw5ghgaO1JvvwMDBRXVdLFKdYB7dTPER-TlYxLKfVuWXUZFRQso8pH20OcfDj5skRzmX57B-6snXQ</recordid><startdate>2019</startdate><enddate>2019</enddate><creator>Domínguez, Ana-Belén</creator><creator>Alegría, Jesús</creator><creator>Carrillo, María-Soledad</creator><creator>González, Virginia</creator><general>Gallaudet University Press</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>4U-</scope><scope>7RV</scope><scope>7T9</scope><scope>7X7</scope><scope>7XB</scope><scope>88B</scope><scope>88E</scope><scope>88G</scope><scope>88I</scope><scope>8A4</scope><scope>8AF</scope><scope>8AO</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>8G5</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>AIMQZ</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>CPGLG</scope><scope>CRLPW</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>HCIFZ</scope><scope>K9.</scope><scope>KB0</scope><scope>LIQON</scope><scope>M0P</scope><scope>M0S</scope><scope>M1P</scope><scope>M2M</scope><scope>M2O</scope><scope>M2P</scope><scope>MBDVC</scope><scope>NAPCQ</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>PSYQQ</scope><scope>Q9U</scope><scope>S0X</scope><scope>7X8</scope><scope>8BM</scope></search><sort><creationdate>2019</creationdate><title>Learning to Read for Spanish-Speaking Deaf Children With and Without Cochlear Implants</title><author>Domínguez, Ana-Belén ; Alegría, Jesús ; Carrillo, María-Soledad ; González, Virginia</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c410t-e51b5ac9d9ea70a43e38a1c962ab4e64eefd0a58b790dc6d246e448b4bb049e53</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2019</creationdate><topic>Adolescent</topic><topic>Age Differences</topic><topic>Assistive Technology</topic><topic>Child</topic><topic>Child Health</topic><topic>Children</topic><topic>Children &amp; youth</topic><topic>Cochlear Implantation - methods</topic><topic>Cochlear Implants</topic><topic>Cohort Studies</topic><topic>Cued Speech</topic><topic>Deafness</topic><topic>Deafness - surgery</topic><topic>Education of Hearing Disabled - methods</topic><topic>Elementary School Students</topic><topic>Female</topic><topic>Foreign Countries</topic><topic>Hearing disorders</topic><topic>Hearing Impairments</topic><topic>Humans</topic><topic>Learning</topic><topic>Male</topic><topic>Orthography</topic><topic>Persons With Hearing Impairments</topic><topic>Phonetics</topic><topic>Phonics</topic><topic>Phonological Awareness</topic><topic>Phonology</topic><topic>Reading</topic><topic>Reading acquisition</topic><topic>Reading comprehension</topic><topic>Reading Skills</topic><topic>Role</topic><topic>Secondary School Students</topic><topic>Severity (of Disability)</topic><topic>Spain</topic><topic>Spanish language</topic><topic>Spanish Speaking</topic><topic>Spelling</topic><topic>Spelling acquisition</topic><topic>Task Performance and Analysis</topic><topic>Transplants &amp; implants</topic><topic>Word processing</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Domínguez, Ana-Belén</creatorcontrib><creatorcontrib>Alegría, Jesús</creatorcontrib><creatorcontrib>Carrillo, María-Soledad</creatorcontrib><creatorcontrib>González, Virginia</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection【Remote access available】</collection><collection>ProQuest Central (Corporate)</collection><collection>University Readers</collection><collection>Nursing &amp; Allied Health Database</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><collection>Health &amp; Medical Collection</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>Medical Database (Alumni Edition)</collection><collection>Psychology Database (Alumni)</collection><collection>Science Database (Alumni Edition)</collection><collection>Education Periodicals</collection><collection>STEM Database</collection><collection>ProQuest Pharma Collection</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>Research Library (Alumni Edition)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central</collection><collection>ProQuest One Literature</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>eLibrary</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection (Proquest) (PQ_SDU_P3)</collection><collection>Linguistics Collection</collection><collection>Linguistics Database</collection><collection>ProQuest Central</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Central Student</collection><collection>Research Library Prep</collection><collection>SciTech Premium Collection</collection><collection>ProQuest Health &amp; Medical Complete (Alumni)</collection><collection>Nursing &amp; Allied Health Database (Alumni Edition)</collection><collection>ProQuest One Literature - U.S. Customers Only</collection><collection>Education Database</collection><collection>Health &amp; Medical Collection (Alumni Edition)</collection><collection>PML(ProQuest Medical Library)</collection><collection>Psychology Database</collection><collection>Research Library</collection><collection>ProQuest Science Journals</collection><collection>Research Library (Corporate)</collection><collection>Nursing &amp; Allied Health Premium</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest One Psychology</collection><collection>ProQuest Central Basic</collection><collection>SIRS Editorial</collection><collection>MEDLINE - Academic</collection><collection>ComDisDome</collection><jtitle>American annals of the deaf (Washington, D.C. 1886)</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Domínguez, Ana-Belén</au><au>Alegría, Jesús</au><au>Carrillo, María-Soledad</au><au>González, Virginia</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1219398</ericid><atitle>Learning to Read for Spanish-Speaking Deaf Children With and Without Cochlear Implants: The Role of Phonological and Orthographic Representation</atitle><jtitle>American annals of the deaf (Washington, D.C. 1886)</jtitle><addtitle>Am Ann Deaf</addtitle><date>2019</date><risdate>2019</risdate><volume>164</volume><issue>1</issue><spage>37</spage><epage>72</epage><pages>37-72</pages><issn>0002-726X</issn><issn>1543-0375</issn><eissn>1543-0375</eissn><abstract>The authors examined the relationship between cochlear implants (CIs) and reading acquisition and attempted to determine the part played by phonological and orthographic resources in this task. Four groups of Spanish-speaking deaf children were examined: children with either early- or late-implanted CIs, and children without CIs who had either moderate or profound hearing loss. A hearing group was included to control for age and reading level. Reading, spelling, and three metaphonological abilities were evaluated. The results showed that the reading levels achieved by deaf children strongly depend on phonological ability. Age at implantation and, for deaf children without CIs, degree of hearing loss, play important roles in this ability. The results further suggest that both deaf and hearing children develop phonological representations of words, a skill that contributes to reading and spelling acquisition. Reciprocally, reading itself contributes to the elaboration of phonological and orthographic representations.</abstract><cop>United States</cop><pub>Gallaudet University Press</pub><pmid>31080181</pmid><doi>10.1353/aad.2019.0009</doi><tpages>36</tpages></addata></record>
fulltext fulltext
identifier ISSN: 0002-726X
ispartof American annals of the deaf (Washington, D.C. 1886), 2019, Vol.164 (1), p.37-72
issn 0002-726X
1543-0375
1543-0375
language eng
recordid cdi_proquest_miscellaneous_2231963402
source Education Collection (Proquest) (PQ_SDU_P3); JSTOR Archival Journals and Primary Sources Collection; Project Muse:Jisc Collections:Project MUSE Journals Agreement 2024:Premium Collection; Social Science Premium Collection; Linguistics Collection; ProQuest One Literature; ERIC; Linguistics and Language Behavior Abstracts (LLBA)
subjects Adolescent
Age Differences
Assistive Technology
Child
Child Health
Children
Children & youth
Cochlear Implantation - methods
Cochlear Implants
Cohort Studies
Cued Speech
Deafness
Deafness - surgery
Education of Hearing Disabled - methods
Elementary School Students
Female
Foreign Countries
Hearing disorders
Hearing Impairments
Humans
Learning
Male
Orthography
Persons With Hearing Impairments
Phonetics
Phonics
Phonological Awareness
Phonology
Reading
Reading acquisition
Reading comprehension
Reading Skills
Role
Secondary School Students
Severity (of Disability)
Spain
Spanish language
Spanish Speaking
Spelling
Spelling acquisition
Task Performance and Analysis
Transplants & implants
Word processing
title Learning to Read for Spanish-Speaking Deaf Children With and Without Cochlear Implants: The Role of Phonological and Orthographic Representation
url http://sfxeu10.hosted.exlibrisgroup.com/loughborough?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2024-12-20T18%3A37%3A12IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-jstor_proqu&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Learning%20to%20Read%20for%20Spanish-Speaking%20Deaf%20Children%20With%20and%20Without%20Cochlear%20Implants:%20The%20Role%20of%20Phonological%20and%20Orthographic%20Representation&rft.jtitle=American%20annals%20of%20the%20deaf%20(Washington,%20D.C.%201886)&rft.au=Dom%C3%ADnguez,%20Ana-Bel%C3%A9n&rft.date=2019&rft.volume=164&rft.issue=1&rft.spage=37&rft.epage=72&rft.pages=37-72&rft.issn=0002-726X&rft.eissn=1543-0375&rft_id=info:doi/10.1353/aad.2019.0009&rft_dat=%3Cjstor_proqu%3E26663602%3C/jstor_proqu%3E%3Cgrp_id%3Ecdi_FETCH-LOGICAL-c410t-e51b5ac9d9ea70a43e38a1c962ab4e64eefd0a58b790dc6d246e448b4bb049e53%3C/grp_id%3E%3Coa%3E%3C/oa%3E%3Curl%3E%3C/url%3E&rft_id=info:oai/&rft_pqid=2233199114&rft_id=info:pmid/31080181&rft_ericid=EJ1219398&rft_jstor_id=26663602&rfr_iscdi=true