Using deafness as a model system to inform literacy intervention and neurobiological models of language. (360G-Wellcome-100229_Z_12_Z)

My previous work suggests that language processing in the brain is driven by linguistic structure rather than language modality. I have used this knowledge to develop a model of reading in deaf children. Since reading involves learning a visual representation of an auditory language, the majority of children born deaf find it extremely difficult to learn to read. In my model I propose that speechreading (lipreading) contributes to amodal phonological representations of speech in deaf children an d that these representations support reading development. In a significant development of my previous work I will now test my hypothesis regarding amodal linguistic representations directly. I also seek to translate this basic science knowledge in a direct test of my model of reading in deaf children. The specific goals of my proposed research are: -to apply new fMRI designs and methods to directly test the hypothesis that higher-order linguistic representations in the brain are amodal . -to test this hypothesis at different linguistic levels: semantics, phonology and orthography. -to develop a computerised speechreading training programme suitable for young deaf children. -to determine whether the training programme is effective in improving speechreading proficiency using a randomised controlled trial. -to assess the duration and consequences of any observed gains in speechreading proficiency. I predict that speechreading training will be related to subsequent gains in phonological awareness and reading.