Linguistic coding by deaf children in relation to beginning reading success

Abstract

The coding of printed letters in a task of consonant recall was examined in relation to the level of success of prelingually and profoundly deaf children (median age 8.75 years) in beginning reading. As determined by recall errors, the deaf children who were classified as good readers appeared to use both speech and fingerspelling (manual) codes in short-term retention of printed letters. In contrast, deaf children classified as poor readers did not show influence of either of these linguistically based codes in recall. Thus, the success of deaf children in beginning reading, like that of hearing children, appears to be related to the ability to establish and make use of linguistically recoded representations of the language. Neither group showed evidence of dependence on visual cues for recall.