PHONEME AWARENESS, READING AND EARLY INTERVENTION IN CHILDREN WITH HEARING IMPAIRMENTS

Česká verzia

Authors: Prof. PhDr. Mikulajová Marína, CSc.
Authors place of work: Fakulta psychológie, Paneurópska vysoká škola, 820 09 Bratislava, Slovenská republika
Published in the journal: Listy klinické logopedie 2020; 4(2): 77-83
Category: Hlavní téma

Summary

Although the possibilities of the correction of impaired hearing are growing and the age of the prescription of a hearing aid or a cochlear implantation is decreasing, we cannot conclude that these factors automatically optimise the development of communication skills and early literacy. Speech and language acquisition is a crucial indicator of school readiness. There are important research findings on the role of phonological skills in the reading of children with hearing loss. The possibilities of the stimulation of these skills are little known in our countries. This paper also provides information about the methods of phoneme awareness training of hearing-impaired children.

Keywords:

hearing impairment – Literacy – reading – phoneme awareness – early intervention

Zdroje

AMBROSE, Sophie E., Marc E. FEY a Laurie S. EISENBERG, 2012. Phonological awareness and print knowledge of preschool children with cochlear implants. Journal of Speech, Language and Hearing Research. 2012(55), s. 811-823. ISSN 1558-9102.
BRADLEY, Lynette a Peter E. BRYANT, 1983. Categorizing sounds and learning to read – a causal connection. Nature. 301(5899), s. 419-421. DOI: 10.1038/301419a0. ISSN 0028-0836. Dostupné také z: http://www.nature.com/articles/301419a0
CARAVOLAS, Markéta, Arne LERVÅG, Marína MIKULAJOVÁ, et al., 2019. A Cross-Linguistic, Longitudinal Study of the Foundations of Decoding and Reading Comprehension Ability. Scientific Studies of Reading. 23(5), s. 386-402. DOI: 10.1080/10888438.2019.1580284. ISSN 1088-8438. Dostupné tiež z: https://www.tandfonline.com/doi/full/10.1080/10888438.2019.1580284
CARAVOLAS, Markéta, Arne LERVÅG, Petroula MOUSIKOU, et al., 2012. Common Patterns of Prediction of Literacy Development in Different Alphabetic Orthographies. Psychological Science. 23(6), s. 678-686. DOI: 10.1177/0956797611434536. ISSN 0956-7976. Dostupné tiež z: http://journals.sagepub.com/doi/10.1177/0956797611434536
EASTERBROOKS, Susan R., Amy R. LEDERBERG a Shirin ANTIA, 2015. Reading among diverse DHH learners: what, how, and for whom? American Annals of the Deaf. 159(5), s. 419-432. ISSN 0002-726X.
GILLIVER, Megan, Linda CUPPLES, Teresa Y. C. CHING, Greg LEIGH a Miriam GUNNOURIE, 2016. Developing sound skills for reading: teaching phonological awareness to preschoolers with hearing loss. Journal of Deaf Studies and Deaf Education. 21(3), s. 268-279. DOI: https://doi.org/10.1093/deafed/enw004. ISSN 1465-7325.
GOSWAMI, Usha, 2000. Phonological awareness of syllables, rhymes, and phonemes in deaf children. Journal of Child Psychology and Psychiatry. 41(5), s. 609-625. ISSN 0021-9630.
GROMA, Marian a Gabriela LACHKOVIČOVÁ, 1995. Formy reprezentácie textu u nepočujúcich. Varia IV. Materiály zo IV. kolokvia mladých jazykovedcov. Zostavili M. Nábělková a P. Odaloš. Bratislava – Banská Bystrica: Slovenská jazykovedná spoločnosť pri SAV, Pedagogická fakulta Univerzity Mateja Bela, s. 65-72. Vytlačil Jazykovedný ústav Ľudovíta Štúra pre vnútornú potrebu.
LEDERBERG, Amy R., Elizabeth M. MILLER, Susan R. EASTERBROOKS a Carol M. CONNOR, 2014. Foundations for Literacy: An Early Literacy Intervention for Deaf and Hard-of-Hearing Children. Journal of Deaf Studies and Deaf Education. 19(4), s. 438-455. DOI: 10.1093/deafed/enu022. ISSN 1081-4159. Dostupné tiež z: https://academic.oup.com/jdsde/article-lookup/doi/10.1093/deafed/enu022
LEDERBERG, Amy R., Susan R. EASTERBROOKS, Victoria BURKE a Carol CONNOR, 2018. A Randomized-Controlled Trial of Foundations for Literacy: An Intervention for Young Children who are Deaf or Hard-of-Hearing [online]. Center on Literacy and Deafness, Georgia State University, Atlanta, GA. Technical Report [cit. 2020-03-22]. Dostupné z: https://clad.education.gsu.edu/files/2019/05/Foundations-for-Literacy-RCT_Lederberg-et-al.pdf
LIBERMAN, Alvin M. a Ignatius G. MATTINGLY, 1985. The motor theory of speech perception revised. Cognition. 21(1), s. 1-36. DOI: 10.1016/0010-0277(85)90021-6. ISSN 00100277. Dostupné tiež z: https://linkinghub.elsevier.com/retrieve/pii/0010027785900216
MAYBERRY, Rachel I., DEL GIUDICE, Alex A. a LIEBERMAN, Amy M., 2011. Reading achievement in relation to phonological coding and awareness in deaf readers: a meta-analysis. Journal of Deaf Studies and Deaf Education. DOI:10.1093/deafed/enq049. ISSN 1081-4159.
MAYER, Connie a Beverly J. TREZEK, 2014. Is Reading Different for Deaf Individuals?: Reexamining the Role of Phonology. American Annals of the Deaf. 159(4), s. 359-371. DOI: 10.1353/aad.2014.0032. ISSN 1543-0375. Dostupné tiež z: http://muse.jhu.edu/content/crossref/journals/american_annals_of_the_deaf/v159/159.4.mayer.html
MELBY-LERVÅG, Monica, Solveig-Alma Halaas LYSTER a Charles HULME, 2012. Phonological skills and their role in learning to read: A meta-analytic review. Psychological Bulletin. 138(2), s. 322-352. DOI: 10.1037/a0026744. ISSN 1939-1455. Dostupné tiež z: http://doi.apa.org/getdoi.cfm?doi=10.1037/a0026744
MIKULAJOVÁ, Marína, Miroslava NOVÁKOVÁ SCHÖFFELOVÁ, Oľga TOKÁROVÁ a Anna DOSTÁLOVÁ, 2016. Trénink jazykových schopností podle D. B. Elkonina Předgrafémová a grafémová etapa. 2. Praha: Centrum ROZUM. ISBN 978-80-260-8261-3.
MIKULAJOVÁ, Marína, Oľga TOKÁROVÁ a Zita SÜMEGIOVÁ, 2014. Tréning fonematického uvedomovania podľa D. B. Eľkonina. Predgrafémová a grafémová etapa. 2. prepracované a doplnené vydanie. Bratislava: Dialóg, spol. s r. o. ISBN 978-80-968-5027-3.
MILLER, Elizabeth M., Amy R. LEDERBERG a Susan R. EASTERBROOKS, 2013. Phonological Awareness: Explicit Instruction for Young Deaf and Hard-of-Hearing Children. Journal of Deaf Studies and Deaf Education. 18(2), s. 206-227. DOI: 10.1093/deafed/ens067. ISSN 1081-4159. Dostupné tiež z: https://academic.oup.com/jdsde/article-lookup/doi/10.1093/deafed/ens067
NATIONAL INSTITUTE FOR LITERACY, 2008. Developing Early Literacy. Report of the National Early Literacy Panel. Dostupné z: https://lincs.ed.gov/publications/pdf/NELPReport09.pdf
NATIONAL INSTITUTE OF CHILD HEALTH & HUMAN DEVELOPMENT, 2000. Report of the National Reading Panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. (NIH Publication No. 00-4769). Washington, D.C., U. S. Government Printing Office.
NITTROUER, Susan, Meganne MUIR, Kierstyn TIETGENS, Aaron C. MOBERLY a Joanna H. LOWENSTEIN, 2018. Development of Phonological, Lexical, and Syntactic Abilities in Children With Cochlear Implants Across the Elementary Grades: Explicit Instruction for Young Deaf and Hard-of-Hearing Children. Journal of Speech, Language, and Hearing Research. 61(10), s. 2561-2577. DOI: 10.1044/2018_JSLHR-H-18-0047. ISSN 1092-4388. Dostupné tiež z: http://pubs.asha.org/doi/10.1044/2018_JSLHR-H-18-0047
NOVÁKOVÁ, Ivana, Miroslava NOVÁKOVÁ SCHÖFFELOVÁ a MARÍNA MIKULAJOVÁ, 2020. Když dítě vidí, co má slyšet. Trénink jazykových schopností dle D. B. Elkonina u dětí se sluchovým postižením. Praha: Univerzita Karlova, Pedagogická fakulta. ISBN 978-80-7603-184-5.
PAUL, Peter and Chongmin LEE, 2010. The Qualitative Similarity Hypothesis. American Annals of the Deaf. 154(5), s. 456-462. ISSN 0002-726X.
PERFETTI, Charles A. and Rebecca SANDAK, 2000. Reading Optimally Builds on Spoken Language: Implications for Deaf Readers. Journal of Deaf Studies and Deaf Education. 5(1), s. 32-50. DOI: 10.1093/deafed/5.1.32. ISSN 14657325. Dostupné tiež z: https://academic.oup.com/jdsde/article-lookup/doi/10.1093/deafed/5.1.32
ROSE, Jim, 2009. Identifying and teaching children and young people with dyslexia and literacy difficulties: An independent report from Sir Jim Rose to the Secretary of State for Children, Schools and Families. Dostupné tiež z: http://www.thedyslexia-spldtrust.org.uk/media/downloads/inline/the-rose-report.1294933674.pdf
SAICOVÁ ŘÍMALOVÁ, Lucie, 2016. Osvojování jazyka dítětem. Praha: Univerzita Karlova, Nakladatelství Karolinum. ISBN 9788024633411.
SEIDLOVÁ MÁLKOVÁ, Gabriela, 2014. Vývoj fonologických schopností. In: SMOLÍK, F. a SEIDLOVÁ MÁLKOVÁ, G. Vývoj jazykových schopností v předškolním věku. Praha: Grada Publishing, s. 101-120. ISBN 978-80-247-4240-3.
TOKÁROVÁ, Oľga a Marína MIKULAJOVÁ, 2018. Vplyv tréningu fonematického uvedomovania v predškolskom veku na osvojovanie čítania a písania. In M. Mikulajová (Ed.), Utváranie ranej gramotnosti v norme a patológii. Brno: Institut vzdělávání Sokrates, s. 137-190. ISBN 978-80-86572-82-6.
TUCCI, Stacey L. a Susan R. EASTERBROOKS, 2013. A Syllable Segmentation, Letter-Sound, and Initial-Sound Intervention With Students Who Are Deaf or Hard of Hearing and Use Sign Language. The Journal of Special Education. 48(4), s. 279-289. DOI: 10.1177/0022466913504462. ISSN 0022-4669. Dostupné tiež z: http://journals.sagepub.com/doi/10.1177/0022466913504462
WERFEL, Krystal L., 2017. Emergent Literacy Skills in Preschool Children With Hearing Loss Who Use Spoken Language: Initial Findings From the Early Language and Literacy Acquisition (ELLA) Study. Language, Speech, and Hearing Services in Schools. 48(4), s. 249-259. DOI: 10.1044/2017_LSHSS-17-0023. ISSN 0161-1461. Dostupné tiež z: http://pubs.asha.org/doi/10.1044/2017_LSHSS-17-0023
WERFEL, Krystal L., Michael DOUGLAS a Leigh ACKAL, 2016. Small-Group Phonological Awareness Training for Pre-Kindergarden Children with Hearing Loss Who Wear Cochlear Implants and/or Hearing Aids. Deafness & Education International. 18(3), s. 134-140. DOI: 10.1080/14643154.2016.1190117. ISSN:1557-069X (online). Dostupné tiež z https://www.tandfonline.com/doi/abs/10.1080/14643154.2016.1190117
WERFEL, Krystal L. a Melanie C. SCHUELE, 2014. Improving Initial Sound Segmentation Skills of Preschool Children with Severe to Profound Hearing Loss: An Exploratory Investigation. The Volta Review. Alexander Graham Bell Association for the Deaf and Hard of Hearing, 114(2), s. 113-134. ISSN 2162-5158. Dostupné tiež z: https://www.ingentaconnect.com/contentone/agbell/vr/2014/00000114/00000002/art00002