Cognitive and Electrophysiological Correlates of Phonological Processes in Deaf Readers
Although much is known about the reading achievement levels of deaf individuals, we know less about how certain deaf individuals become proficient readers. One prevailing assumption is that phonological awareness and processes, as well as working memory and executive functions play a critical role in reading achievement. Thus far, there is a paucity of neuropsychological data and neurophysiological evidence to support this claim in deaf individuals. This study examines the cognitive and electrophysiological profiles of deaf readers using American Sign Language as their primary mode of communication. A comprehensive battery of neuropsychological measures is administered to gain a better understanding of the cognitive, linguistic, and reading profiles of proficient and struggling readers. Further, Event Related Potential (ERP) recordings are used to determine whether proficient versus struggling readers show amplitude and temporal differences in cortical regions mediating phonological processing.
Co-Investigator: Karen Garrido-Nag, Ph.D., Assistant Professor, Department of Hearing, Speech, and Language Sciences, Gallaudet University
Co-Investigator: Daniel S. Koo, Ph.D., Associate Professor, Department of Psychology, Gallaudet University