Influencia de las habilidades lingüísticas en las estrategias lectoras de estudiantes sordos

  1. Virginia González Santamaría 1
  2. Ana Belén Domínguez Gutiérrez 1
  1. 1 Universidad de Salamanca
    info

    Universidad de Salamanca

    Salamanca, España

    ROR https://ror.org/02f40zc51

Revista:
Revista de Investigación en Logopedia

ISSN: 2174-5218

Año de publicación: 2018

Volumen: 8

Número: 1

Páginas: 1-19

Tipo: Artículo

DOI: 10.5209/RLOG.59527 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Revista de Investigación en Logopedia

Objetivos de desarrollo sostenible

Resumen

This study examined, on one hand, the relations between use of cochlear implants (CIs) and mechanisms involved in reading acquisition, in deaf children with and without CIs -specially in children with early cochlear implants-, and on the other hand, the mechanism underlying reading learning and the linguistic bases syntax and vocabulary). Some studies have shown the continuous use of the Key Word Strategy (KWS) by deaf persons. This strategy consists of indentifying some frequent content words and ignoring the function words. 172 deaf children and 797 hearing children were evaluated with a reading level test and three tasks that evaluate the type of strategy involved in reading, and the syntax and vocabulary knowledge. The results show that deaf children, including the group of children with early cochlear implants, do use the Key Word Strategy. This use is due to have a linguistic deficiency and a poor ability to deal with function words. The degree of hearing loss for children who use CIs, the age of implantation and the reading level (in all of deaf groups) play an important role in using the Key Word Strategy. In this situation, some pedagogical consequences are considered

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Fuente de los datos: Dialnet