No todos los cisnes son blancos
DOI:
https://doi.org/10.22529/dp.2018.16(32)04Palabras clave:
Sordera, Alfabetización, Lectura, SintaxisResumen
En el presente artículo se examinarán algunos postulados de Sánchez (2009) acerca de la lectura en las personas sordas, para, desde ese lugar, proponer otra forma de analizar esta problemática. Las consideraciones de dicho autor se pondrán en perspectiva en función de lo que, desde las neurociencias, la psicolingüística y las ciencias cognitivas se considera como proceso lector. Se revisarán conceptos tales como alfabetización, conciencia fonológica, comprensión lingüística de oraciones, comprensión lectora, y su consecuente relación con los procesos de comprensión y producción de textos por parte de personas con discapacidad auditiva. Como consecuencia de ello, se tratará la incidencia de estas reflexiones en el ámbito pedagógico.Descargas
Referencias
Berent, G. P. (1988). An assessment of syntactic capabilities. En M. Strong (Ed.), Language, Learning, and Deafness (pp. 133-161). Cambridge: Cambridge University Press.
Berent, G. P. (1996). Learnability constraints on deaf learners' acquisition of English wh-questions. Journal of Speech, Language, and Hearing Research, 39(3), 625-642.
Borer, H. & Wexler, K. (1987). The maturation of syntax. En T. Roeper & E. Williams (Eds.), Parameter setting. Studies in Theoretical Psycholinguistics, vol 4 (pp. 123-172). Dordrecht, Holland: Springer Netherlands.
Castles, A. & Coltheart, M. (2004). Is there a causal link from phonological awareness to success in learning to read? Cognition, 91(1), 77-111.
Chesi, C. (2006). Il linguaggio verbale non-standard dei bambini sordi. Roma: EUR.
Chomsky, N. (1965). Aspects of the Theory of Syntax. Cambridge, Mass.: M.I.T. Press.
Chomsky, N. (1986). Knowledge of Language: Its Nature, Origin, and Use. New York: Greenwood Publishing Group.
Dehaene, S. (2009). Reading in the Brain: The New Science of How we Read. New York: Penguin.
Dehaene-Lambertz, G., Hertz-Pannier, L., Dubois, J. & Dehaene, S. (2008). How does early brain organization promote language acquisition in humans? European Review, 16(04), 399-411.
De Beaugrande, R., Dressler, W. U. (1997). Introducción a la lingüística del texto. Barcelo-na: Ariel.
Delage, H. & Tuller, L. (2007). Language development and mild-to-moderate hearing loss: Does language normalize with age? Journal of Speech, Language, and Hearing Research, 50(5), 1300-1313.
De Villiers, P.A. (1988). Assessing English syntax in hearing-impaired children: elicited production in pragmatically motivated situations. Journal of the Academy of Rehabilitative Audiology, 21(MonoSuppl.), 41-71.
Ehri, L. C. & Wilce, L. S. (1980). The influence of orthography on readers' conceptualization of the phonemic structure of words. Applied Psycholinguistics, 1(04), 371-385.
Everaert, M. B., Huybregts, M. A., Chomsky, N., Berwick, R. C. & Bolhuis, J. J. (2015).
Structures, not strings: linguistics as part of the cognitive sciences. Trends in Cognitive Sciences, 19(12), 729-743.
Friedmann, N. & Szterman, R. (2006). Syntactic movement in orally trained children with hearing impairment. Journal of Deaf Studies and Deaf Education, 11(1), 56-75.
Friedmann, N. & Haddad-Hanna, M. (2014). The comprehension of sentences derived by syntactic movement in Palestinian Arabic speakers with hearing impairment. Applied Psycholinguistics, 35(03), 473-513.
No todos los cisnes son blancos
Friedmann, N. & Rusou, D. (2015). Critical period for first language: the crucial role of language input during the first year of life. Current Opinion in Neurobiology, 35, 27-34. doi: 10.1016/j.conb.2015.06.003.
Haddad-Hanna, M. & Friedmann, N. (2009). The comprehension of syntactic structures by Palestinian Arabic-speaking individuals with hearing impairment. Lang. Brain, 9, 79-104.
Haddad-Hanna, M. & Friedmann, N. (2014). On the Acquisition of Relative Clauses and Wh Questions in Palestinian Arabic Speaking Children. Young Children in the Arab Society in Israel. Tel Aviv: Mofet.
Mayberry, R. I. (2002). Cognitive development in deaf children: The interface of language and perception in neuropsychology. Handbook of Neuropsychology, 8 (Part II), 71-107.
Mayberry, R. I., Del Giudice, A. A. & Lieberman, A. M. (2011). Reading achievement in relation to phonological coding and awareness in deaf readers: A meta-analysis. Journal of Deaf Studies and Deaf Education, 16(2), 164-188.
McQuarrie, L. & Parrila, R. (2014). Literacy and linguistic development in bilingual deaf children: Implications of the" and" for phonological processing. American Annals of the Deaf, 159(4), 372-384.
Metsala, J. L. (1999). Young children's phonological awareness and nonword repetition as a function of vocabulary development. Journal of Educational Psychology, 91, 3-19.
Metsala, J. L. & Walley, A. C. (1998). Spoken vocabulary growth and the segmental restructuring of lexical representations: Precursors to phonemic awareness and early reading ability. En J. L. Metsala & L. C. Ehri (Eds.), Word Recognition in Beginning Literacy (pp. 89-120). Mahwah, NJ: Erlbaum.
Paul, P. V., Wang, Y. & Williams, C. (2013). Deaf Students and the Qualitative Similarity Hypothesis: Understanding Language and Literacy Development. Washington, DC: Gallaudet University Press.
Quigley, S. P., Smith, N. L. & Wilbur, R. B. (1974). Comprehension of relativized sentences by deaf students. Journal of Speech, Language, and Hearing Research, 17(3), 325-341.
Quigley, S. P., Wilbur, R. B. & Montanelli, D. S. (1974). Question formation in the language of deaf students. Journal of Speech, Language, and Hearing Research, 17(4), 699-713.
Radelli, B. (2002). Una nueva aplicación de la lingüística: la logogenia. En Z. Estrada, Sexto Encuentro Internacional de Lingüística en el Noroeste 3 (pp. 189-213). México: Departa-mento de Letras y Lingüística, División de Humanidades y Bellas Artes, Universidad de Sonora.
Sánchez, C. (2009). ¿Qué leen los sordos? Recuperado el 5 de mayo de 2017 de http://
escritorioeducacionespecial.educ.ar/datos/recursos/pdf/que-leen-los-sordos.pdf Salas, P. (2015). Sordera y lenguaje. Neurociencias y logogenia. Experiencias lingüísticas con niños sordos. Córdoba: Brujas.
Stuart, M. (1990). Processing strategies in a phoneme deletion task. Quarterly Journal of experimental Psychology A, 42, 305-327.
A. Alonso Crespo
Volpato, F. & Adani, F. (2009). The subject/object relative clause as ymmetry in italian hearing-impaired children: evidence from a comprehension task. Proceedings of the XXXV
Incontro di Grammatica Generativa. Siena: V. Moscati.
Werker, J. F. & Curtin, S. (2005). PRIMIR: A developmental framework of infant speech processing. Language Learning and Development, 1(2), 197-234.
Werker, J. F. & Yeung, H. H. (2005). Infant speech perception bootstraps word learning.
Trends in Cognitive Sciences, 9(11), 519-527.
Yoshinaga-Itano, C. (2003). From screening to early identification and intervention: Discovering predictors to successful outcomes for children with significant hearing loss.
Journal of Deaf Studies and Deaf Education, 8(1), 11-30.
Yoshinaga-Itano, C. & Apuzzo, M. R. L. (1998). The development of deaf and hard of hearing children identified early through the high-risk registry. American Annals of the Deaf, 143(5), 416-424.
Publicado
Número
Sección
Cómo citar
