Subjects: Psychology >> Developmental Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： The auditory channel is disabled for people who are deaf and hard of hearing, so they have to rely heavily on visual language — lip-reading and sign language — to develop their reading ability. Lip-reading can help deaf and hard-of-hearing people to form phonological representation, develop vocabulary knowledge, and promote word reading and reading comprehension. Oral and written language processing activates sign language, which affects all levels of reading ability for people who are deaf and hard of hearing. Future research should explore the role of reading skills such as phonological awareness and vocabulary knowledge in the effect of visual language on reading ability, and develop a theoretical model that explains the mechanisms underlying reading acquisition by visual language for Chinese people who are deaf and hard of hearing.
Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Auditory vocabulary recognition involves complex cognitive processing. Blind people have been reported to exhibit specific advantages in auditory vocabulary processing. However, because of the lack of visual experience, blind people exhibit weaker semantic processing and understanding of some vision-related words (such as color words) compared with individuals with normal vision. Future research should focus on the following issues: examining the visual relevance of vocabulary recognition; carrying out in-depth explorations of cognitive and neurophysiological processing mechanisms at different levels, including phonology, orthography, and semantics; developing auditory vocabulary processing models that reflect the characteristics of blind people's perception; and expanding developmental studies with people of different ages. Taken together, this research may be useful for revealing the mechanisms underlying the influence of blindness on auditory vocabulary recognition among blind people.
Subjects: Psychology >> Cognitive Psychology submitted time 2021-07-30
Abstract： Auditory word recognition involves complex cognitive processing. Blind people have certain advantages of auditory compensatory in word processing. However, due to the lack of visual input, the blind suffer more challenges in auditory word processing related with visual perceptual experience (e.g., color terms). Future research should focus on (1) the word categorization based on the relationship with visual experience; (2) the multifaceted effects and neuropsychological mechanisms of factors in auditory word recognition, including phonology, orthography, and semantics, in order to develop the special model of spoken word processing conforming to the perceptual characteristics of the blind; (3) developmental studies in different ages. Finally, to reveal the overall mechanism of the effect of blindness on auditory word recognition of the blind.
Peer Review Status:
Awaiting Review
Subjects: Psychology >> Educational Psychology submitted time 2020-01-10
Abstract： The auditory channel is disabled for people who are deaf and hard of hearing, so they have to rely heavily on visual language — lip-reading and sign language — to develop their reading ability. Lip-reading can help deaf and hard-of-hearing people to form phonological representation, develop vocabulary knowledge, and promote word reading and reading comprehension. Oral and written language processing activates sign language, which affects all levels of reading ability for people who are deaf and hard of hearing. Future research should explore the role of reading skills such as phonological awareness and vocabulary knowledge in the effect of visual language on reading ability, and develop a theoretical model that explains the mechanisms underlying reading acquisition by visual language for Chinese people who are deaf and hard of hearing.
Peer Review Status:Awaiting Review
Subjects: Psychology >> Cognitive Psychology submitted time 2019-05-13
Abstract： " Vocabulary knowledge is one of the most important predictors of reading comprehension. According to the DVC (decoding, vocabulary, comprehension) reading skill triangle model (Perfetti, 2010), reading comprehension is dependent on knowing the meanings of words being read. At the same time, readers can infer the meanings of unfamiliar words encountered in reading. Therefore, a reciprocal relationship may exist between vocabulary knowledge and reading comprehension, which is not documented in previous research. The aim of the present study is to examine the relation between vocabulary knowledge and reading comprehension in different grades of elementary school. A total of 399 students from first, third and fifth grades were tested on vocabulary knowledge and reading comprehension tasks at two time points over one year, along with phonological awareness, morphological awareness and nonverbal reasoning at Time 1 (the fall semester in grade 1, 3 and 5) as control variables. A cross-lagged model was used to investigate the relation between vocabulary and reading comprehension in each grade span. The results showed that, after controlling for phonological awareness, morphological awareness, and nonverbal reasoning, the relation between vocabulary and comprehension varied in different developmental stages. Vocabulary knowledge did not significantly predict later reading comprehension in primary grades (grade 1 to grade 2). Bidirectional predictive relation was found between vocabulary knowledge and reading comprehension in middle grades (grade 3 to grade 4). Vocabulary knowledge in grade 5 did not predict later reading comprehension in grade 6, while reading comprehension in grade 5 significantly predicted later vocabulary knowledge in grade 6. The results support reading stage theory (Chall, 1983) and supplement the DVC reading skill triangle model (Perfetti, 2010). The relation between vocabulary knowledge and reading comprehension among Chinese elementary children changes over time. The primary grades are in the stage of “learning to read”, children’s vocabulary knowledge and reading comprehension are mainly affected by the basic cognitive and linguistic skills. The reciprocal relationship between vocabulary knowledge and reading comprehension is evident in middle grades. The enrichment of vocabulary knowledge enables children to read skilled, and the comprehension of texts can also help children learn new words from texts. Reading comprehension plays an increasingly important role in vocabulary development from middle to upper elementary grades. These findings have implications for reading instruction in Chinese at different developmental stages.
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