par Colin, Stéphanie;Ecalle, Jean;Magnan, Annie 
;Leybaert, Jacqueline
Référence ANAE. Approche neuropsychologique des apprentissages chez l'enfant, 15, 4-5, page (248-255)
Publication Publié, 2003-12
;Leybaert, Jacqueline Référence ANAE. Approche neuropsychologique des apprentissages chez l'enfant, 15, 4-5, page (248-255)
Publication Publié, 2003-12
Article révisé par les pairs
| Résumé : | Our study aims to compare the performances of profoundly deaf and hearing beginning readers in three tasks of written words recognition made in different informational contexts: (target words: 1/oral; 2/ picture; 3/with a semantic inductor). Among the deaf children, 6 are orally educated (« Oral ») and 6 are exposed to Cued Speech (« CS », manual system delivering phonetically augmented speechreading through visual modality). The results show that only Cued Speech users achieved a high level of performance in the three tasks, similar to that of the hearing controls. It seems that Cued Speech allows the use of accurate phonological decoding to recognise written words at an early stage in learning to read. |
