자료유형  

 학위논문

Control Number  

0017163950

International Standard Book Number  

9798346813521

Dewey Decimal Classification Number  

150

Main Entry-Personal Name  

Saunders, Emily Corinne.

Publication, Distribution, etc. (Imprint  

[S.l.] : University of California, San Diego., 2024

Publication, Distribution, etc. (Imprint  

Ann Arbor : ProQuest Dissertations & Theses, 2024

Physical Description  

117 p.

General Note  

Source: Dissertations Abstracts International, Volume: 86-06, Section: A.

General Note  

Advisor: Emmorey, Karen;Holcomb, Phillip J.

Dissertation Note  

Thesis (Ph.D.)--University of California, San Diego, 2024.

Summary, Etc.  

요약Prelingually and profoundly deaf individuals learn to read without complete access to the sounds of language. Nevertheless, many become proficient readers, and the neurocognitive underpinnings of deaf readers' processes differ from those of hearing readers, particularly in orthographic processing. In English, morphological structure is relatively orthographically transparent, unlike its opaque phonological system. For skilled readers, who frequently encounter morphologically complex words, morphological awareness is vital for reading and vocabulary development. This skill may be especially important for deaf readers, who rely more on spelling-to-meaning mappings than sound-to-meaning mappings. This dissertation presents three experiments on morphological awareness and its relationship to reading skill among deaf readers. Chapter 1 examines the relationship between reading subskills (vocabulary, spelling, and morphology) and reading comprehension in similarly skilled deaf and hearing readers. Chapter 2 uses event-related potentials (ERPs) to study brain responses to morphological structure in single-word processing. Chapter 3 employs eye-tracking to explore the processing of morphological structure in the parafovea during sentence reading for both groups. The results show that morphology plays a distinct role for deaf readers, evident primarily in those with high morphological awareness skills. Deaf readers with higher morphological awareness exhibited a strong relationship between morphology assessments and reading comprehension, unlike deaf readers with low morphological awareness or hearing readers at any morphological awareness level. Differences were also observed in online processing of morphological structure, including neural responses and eye movement behaviors. These findings suggest that including targeted morphology instruction in reading interventions could enhance reading outcomes for deaf readers, providing them with an accessible and efficient skill set for reading development.

Subject Added Entry-Topical Term  

Psychology.

Subject Added Entry-Topical Term  

Language.

Subject Added Entry-Topical Term  

Communication.

Subject Added Entry-Topical Term  

Disability studies.

Index Term-Uncontrolled  

American sign language

Index Term-Uncontrolled  

Deafness

Index Term-Uncontrolled  

Event-related potentials

Index Term-Uncontrolled  

Eye-tracking

Index Term-Uncontrolled  

Morphology

Index Term-Uncontrolled  

Reading skill

Added Entry-Corporate Name  

University of California, San Diego Language and Communicative Disorders (Joint Doctoral with SDSU)

Host Item Entry  

Dissertations Abstracts International. 86-06A.

Electronic Location and Access  

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Control Number  

joongbu:658137