Phonological Knowledge and the Development of Language and Literacy Skills in Deaf Learners

The development of language and literacy skills is associated with a complex interaction between the learner’s age and language experience. A large body of evidence unequivocally demonstrates that early language experience is essential for normal language acquisition and that language experience sha...

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Bibliographic Details
Published inThe Oxford Handbook of Deaf Studies in Language
Main Authors Bochner, Joseph H, Kelstone, Aaron
Format Book Chapter
LanguageEnglish
Published Oxford University Press 01.12.2015
SeriesOxford Library of Psychology
Subjects
auditory perception
Cognitive Psychology
critical periods
Developmental Psychology
language acquisition
language experience
linguistic input
phonological knowledge
reading
speech recognition
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Summary:The development of language and literacy skills is associated with a complex interaction between the learner’s age and language experience. A large body of evidence unequivocally demonstrates that early language experience is essential for normal language acquisition and that language experience shapes the child’s developing brain during several critical periods. One component of language that is essential for the development of literacy skills is phonological knowledge. This knowledge serves as the basis for decoding written text in both hearing and deaf learners. Some reasons why phonological knowledge is necessary for reading development are discussed, along with the importance of providing deaf learners with access to phonological information. Specific implications for auditory/oral, visual/kinesthetic, and bilingual-bicultural methods are addressed, as are bridging strategies between English and American Sign Language.
ISBN:9780190241414
0190241411
DOI:10.1093/oxfordhb/9780190241414.013.26