Language experience and reading ability modulate word recognition in deaf readers

For most deaf readers, learning to read is a challenging task. Visual word recognition is crucial during reading; however, little is known about the cognitive mechanism of Chinese deaf readers during visual word recognition. In the present study, two experiments explored the activation of orthographic, phonological, and sign language representations during Chinese word recognition. Eye movements were recorded as participants read sentences containing orthographically similar words, homophones, sign language–related words, or unrelated words. All deaf readers showed shorter reading times for orthographically similar words compared to unrelated words. However, when the reading ability was controlled, the homophone advantage was observed only for deaf readers with more oral language experience, whereas the sign language advantage was observed only for deaf readers with more sign language experience. When language experience was controlled, in comparison to deaf readers with lower reading fluency levels, those with higher reading fluency levels had more stable orthographic and sign language representations. Deaf college readers with more oral language experience activate word meanings through orthographic and phonological representation, whereas deaf college readers with more sign language experience activate word meanings through orthographic and sign language representation, reflecting a unique cognitive mechanism, and reading ability moderates this process.