Relationship between Acquisition of Japanese Manual Alphabet Reading and Phonological Awareness in Preschool Children Who are Deaf or Hard of Hearing: Comparison with Hiragana

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  • 聴覚障害幼児における指文字の読み習得と音韻意識の発達：指文字と平仮名との比較
  • チョウカク ショウガイ ヨウジ ニ オケル ユビ モジ ノ ヨミ シュウトク ト オンイン イシキ ノ ハッタツ : ユビ モジ ト ヒラガナ ト ノ ヒカク

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<p>This longitudinal study examined the acquisition of Japanese manual alphabet (JMA) reading and compared the results with hiragana reading among 3–6-year-old children who are deaf or hard of hearing in preschools for the deaf. The study analyzes the relationship between each JMA and hiragana reading test and a phonological awareness (PA) test, which were conducted three times in one year. The number of JMA readings increased by approximately the age of 4 years. By the age of 5 years, the children could read the entire JMA; the same result was observed for hiragana reading. However, JMA reading in 3–4-year-old children started before the occurrence of their hiragana reading. This finding suggests that compared with hiragana reading, learning hand shapes corresponding to character sounds was easier for the children because JMA is expressed near the mouth and pronounced simultaneously. In addition, their JMA reading test was scored before the PA test. Therefore, many young children who are deaf or hard of hearing could learn character sounds through the JMA and increase their PA development, which can help them read more letters.</p>

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