The relationship between speechreading and reading in deaf children Mairéad MacSweeney*, Fiona Kyle, Margaret Harris, Charles Hulme & Hannah Pimperton *UCL Institute of Cognitive Neuroscience and ESRC Deafness, Cognition and Language (DCAL) Research Centre
Reading Age (months) 120 110 Despite normal NVIQ, reading is difficult for most deaf children (di Francesca, 1972; Conrad, 1979; Wauters et al., 2006; Qi & Mitchell, 2011) 100 90 80 70 60 50 50 60 70 80 90 100 110 120 Chronological Age (months) 7-8 year olds (Kyle & Harris, 2006)
Why is reading difficult for a deaf child? Deaf children must learn to read a spoken language Access to all levels of spoken language can be limited for deaf children
Simple View of Reading (Rose, 2006)
- Simple View of Reading (Rose, 2006) Language Comprehension Skills + Dyslexic Readers Typical Readers - + Decoding Skills General Poor Readers Poor Comprehenders
Predictors of early word reading In hearing children - very well-established (e.g. Lervag & Hulme, 2009; Kirby et al., 2010; Caravolas et al., 2012) : Letter-sound knowledge, phonological awareness, RAN (processing speed)
Predictors of early word reading In hearing children - very well-established (e.g. Lervag & Hulme, 2009; Kirby et al., 2010; Caravolas et al., 2012) : Letter-sound knowledge, phonological awareness, RAN (processing speed) Situation much less clear for deaf children
Many different factors predict reading proficiency in deaf children Growing evidence suggesting speechreading (lipreading) plays a role.. positive correlations (e.g, Mohammed et al., 2006; Geers & Moog, 1989; Kyle et al., 2015; Rodriguez_Ortiz et al., 2015 (Spanish deaf children)
RIDD, 2015
Many different factors predict reading proficiency in deaf children Growing evidence suggesting speechreading (lipreading) plays a role.. positive correlations (e.g, Mohammed et al., 2006) longitudinal studies (e.g., Kyle & Harris, 2010; 2011)
cat c-a-t cat Longitudinal studies suggest this relationship is mediated by phonological awareness (Kyle and Harris, 2010; 2011)
Articulation cat c-a-t cat Orthography Residual auditory input
cat c-a-t cat rhyme? kite right with right phonological awareness task rhymes - - non-rhymes Deaf adults - good readers MacSweeney et al., JoCN, 2013 Hearing adults - good readers Do the English labels for these pictures rhyme? Deaf adults - good readers MacSweeney et al., Brain, 2009 Hearing adults - good readers
Can speechreading training lead to gains in reading? Speechreading Phonological representations Reading
18 mths of development of training games Cyclical piloting, playtesting and refinement to ensure games were intuitive with no language instruction Development of adaptive algorithms Collection of data to inform game algorithms Paul Iverson (UCL)
single words Speechreading training
Segmenting and blending Speechreading training
Randomised Controlled Trial
Number and Maths
Randomised Controlled Trial 10 mins a day 4 days a week for 12 weeks
Randomised Controlled Trial
5-7 years old (mean 6yrs 1mth, sd = 8 mths) Participants (N=66, across 31 schools) Severe or profound deafness; onset before 12 months Device use Cochlear implants (49%); hearing aids (45%); none (6%) Classroom communication BSL (19%); sign and speech (49%); speech alone (32%)
CONSORT 2010 Flow Diagram Enrollment Assessed for eligibility (n=70) Excluded (n=4) Not meeting inclusion criteria (n=3) Declined to participate (n=0) Insufficient functional language (n=1) Randomized (n=66) Allocated to speechreading intervention (n=33) Allocation Allocated to maths intervention (n=33) Lost to follow-up (prolonged period of hospitalisation) (n=1) Follow-Up Lost to follow-up (left country) (n=1) Included in Intention to Treat analyses (n=32) Excluded from analysis (n=0) Included in > 85% completed analyses (n= 20) Excluded from analysis (n=12) Analysis Included in Intention to Treat analyses (n=32 ) Excluded from analysis (n=0) Included in > 85% completed analyses (n= 20) Excluded from analysis (n=12)
Gains from speechreading training? Speechreading Phonological representations Reading
EDITED UNPUBLISHED DATA
Fiona Kyle City University Hannah Pimperton Charles Hulme Margaret Harris Oxford Brookes University Thank you Amelia Ralph-Lewis Indie Beedie