Eye Movements Show Comparable Reading Patterns in Deaf and Hearing Children
Dr Marzena Rusanowska, IP PAN
Data:
23 maja 2024
Reading proficiency is vital for navigating the contemporary world, where knowledge is primarily transmitted and acquired through a multitude of media channels. Continuous research indicates that the illiteracy rate among deaf or hard of hearing (DHH) individuals is consistently higher than their hearing counterparts, and the reading abilities of DHH students lag behind those of their hearing classmates (Kotowicz, 2020; Jelinek Lewis & Jackson, 2001). To overcome these challenges and achieve equal educational outcomes, DHH students often require specialized teaching strategies and support (Guardino et al., 2022). The fundamental issue faced by DHH individuals is communication, which can lead to subsequent challenges such as school integration, transitioning to adulthood, limited employment opportunities, and an increased risk for mental health problems (Fellinger et al., 2008).
This study investigated whether deaf and hard-of-hearing (DHH) children aided with cochlear implants (CI) exhibit differences in visual attention patterns during reading compared to their hearing counterparts. Eye-tracking technology was employed to measure the reading process of two groups of children: 22 DHH children with cochlear implants and 26 hearing children. Participants read a 304-word text while their eye movements were recorded. Analyses were conducted to examine differences in eye-tracking metrics between content and function words, as well as differences based on word length, categorized by the number of syllables. Firstly, no significant differences in eye-tracking metrics were found between the two groups. Secondly, as anticipated, content words received more visual attention, as evidenced by eye-tracking metrics, compared to function words. Thirdly, shorter words (fewer syllables) were given less attention than longer words. The lack of differences in reading patterns between DHH children with CI and hearing children suggests that early cochlear implantation can be an effective intervention for supporting reading development in DHH children. These findings contribute to the ongoing discourse on reading development in the DHH population and can inform future research and educational policies related to DHH education.