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Syntactic and semantic processing in Hebrew readers with prelingual deafness.

P F Miller1

  • 1Department of Education, University of Haifa, Israel.

American Annals of the Deaf
|February 24, 2001
PubMed
Summary
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Reading comprehension in deaf children relies more on understanding word meanings than sentence structure, unlike hearing children. This finding holds true regardless of their communication background, whether oral or sign language.

Area of Science:

  • Psycholinguistics
  • Developmental Psychology
  • Deaf Education

Background:

  • Reading comprehension is crucial for academic success.
  • Deaf individuals often face challenges in reading comprehension compared to hearing peers.
  • Understanding the role of semantic and syntactic processing is key to addressing these challenges.

Purpose of the Study:

  • To investigate the impact of semantic clues on reading comprehension in deaf and hearing children.
  • To compare the processing of syntactically simple versus complex sentences with varying semantic plausibility.
  • To examine if communication background (oral vs. sign language) influences reading comprehension strategies in deaf children.

Main Methods:

  • Participants included two groups of deaf children (oral and sign language backgrounds) and a hearing control group, all around 6th grade.

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  • Children read sentences varying in syntactic complexity and semantic plausibility.
  • Reading comprehension was assessed based on their understanding of the sentences.

    • Main Results:

    • Deaf children, irrespective of their communication background, primarily relied on semantic processing of content words for reading comprehension.
    • Syntactic structure processing played a minor role in the reading comprehension of deaf children.
    • Hearing children showed a different pattern, indicating a greater reliance on syntactic processing compared to semantic processing.

    Conclusions:

    • Reading comprehension in prelingually deaf individuals is predominantly driven by semantic understanding.
    • The findings highlight the importance of semantic processing for deaf readers, regardless of their primary language modality.
    • Interventions aimed at improving reading comprehension in deaf children should consider strengthening semantic processing skills.