TIME COURSE · The time-course of visual, orthographic, phonological and semantic information during written word processing in skilled deaf readers: evidence from eye movements and ERPs

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Накратко на български

Цел на проекта

Learning to read is a great challenge for deaf children due to their limited access to the sounds andlimited knowledge of thelanguage they learn to read. Deaf adults’illiteracy levels aremuch higher than that of their hearing peers, but some deafindividuals can and do become skilled readers, though in a qualitatively different way than typically observed in hearingreaders. New evidence shows that relative to skilled hearing readers (SKH), deaf readers do not activate phonologicalcodes, but activate orthographic codes and show greater use of semantic informationduring word reading. Eye movementdata shows that skilled deaf readers (SKD) skip words more often, and refixate words less often than SKHreaders do. Inother words, SKDreaders are more efficient at processing words accurately within a single fixation than SKHreaders are, andthis may be in part explained by 1) faster processing of visual information, 2) more direct connections between orthographyand semantics, or 3) a combination of these two factors. This has been termed the word processing efficiency (WPE)hypothesis and the hypothesis predicts that SKD readers will show earlier activation of orthographic codes, no phonologicalactivation, and thus faster access to semantic codes compared to SKH readers. I will test this hypothesis by investigatingand comparing the time-course of word processing in SKDand SKHreaders, by 1) observing participants’ eye movementsduring reading to determine the earliest point of activation of parafoveal visual, orthographic, phonological, and semanticcodes, and 2)assessing the neural underpinnings of the WPE hypothesis with respect to the timing and types of codes withERP measures. The results will lead to empirically tested solutions for the reading development of deaf children that are notbased on how reading develops in children who can hear and will lead to more effective reading instruction for deaf childrento increase their functional literacy.

Оригинален текст от CORDIS (на английски).

Участници

• BCBL BASQUE CENTER ON COGNITION BRAIN AND LANGUAGE · San SebastianКоординаторИспания

Връзки

• Виж в CORDIS
• DOI: 10.3030/704005