Visual Cues, Decoding, Literacy, and the Brain Reading for children with hearing impairment is quite complex because understanding the alphabetic principle is based on matching auditory experiences of the 44 phonemes (auditory memory) of the aural English language to the limited 26-letter alphabetic code. Children, especially those who are deaf at birth, who use sign and ... Article
Article  |   September 01, 2007
Visual Cues, Decoding, Literacy, and the Brain
Author Affiliations & Notes
  • Judith A Curtin
    West Chester UniversityWest Chester, PA
Article Information
Development / Hearing & Speech Perception / Hearing Disorders / Normal Language Processing / Attention, Memory & Executive Functions / Speech, Voice & Prosody / Articles
Article   |   September 01, 2007
Visual Cues, Decoding, Literacy, and the Brain
SIG 9 Perspectives on Hearing and Hearing Disorders in Childhood, September 2007, Vol. 17, 9-12. doi:10.1044/hhdc17.2.9
SIG 9 Perspectives on Hearing and Hearing Disorders in Childhood, September 2007, Vol. 17, 9-12. doi:10.1044/hhdc17.2.9
Reading for children with hearing impairment is quite complex because understanding the alphabetic principle is based on matching auditory experiences of the 44 phonemes (auditory memory) of the aural English language to the limited 26-letter alphabetic code. Children, especially those who are deaf at birth, who use sign and have not opted for recent technological advances and/or those who have chosen cochlear implantation at preadolescence have limited or no auditory representation of sound to apply phonemic principles.
There are others who have benefited from implantation, but have what I call “auditory smearing of sounds.” Many have poor access to vowel differentiation and voicing cues affecting decoding phonemes. These populations require direct instruction for extracting sound from running speech.
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