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Related Experiment Video

Updated: Jun 17, 2026

Assessing Dyslexia at Six Year of Age

Assessing Dyslexia at Six Year of Age

Published on: May 1, 2020

Are deaf students' reading challenges really about reading?

Marc Marschark¹, Patricia Sapere, Carol M Convertino

¹Center for Education Research Partnerships, National Technical Institute for the Deaf (NTID), Rochester Institute of Technology, Rochester, NY, USA.

American Annals of the Deaf

|January 14, 2010

Summary

This summary is machine-generated.

Deaf students

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Area of Science:

Education
Linguistics
Cognitive Science

Background:

Deaf students consistently show lower reading achievement than hearing peers.
Challenges in sign language comprehension may mirror difficulties with text comprehension.
Reading difficulties in deaf learners might stem from broader cognitive factors.

Purpose of the Study:

To investigate learning from science texts among deaf and hearing college students.
To compare learning outcomes when deaf students use print versus American Sign Language (ASL).
To assess learning differences between deaf students and hearing students across different modalities.

Main Methods:

Two experiments were conducted with college students.
Deaf students learned from science passages presented in print or ASL.
Hearing students learned from passages presented in print or auditorially.

Main Results:

Deaf students demonstrated comparable or better learning from print than ASL.
Deaf students' learning was lower than hearing students in both print and auditory conditions.
Learning outcomes suggest complex factors beyond basic reading skills influence deaf students' comprehension.

Conclusions:

The learning challenges faced by deaf students in academic settings are multifaceted.
Interventions for deaf students' reading comprehension may need to address underlying cognitive processes.
Further research is needed to fully understand and address the educational gap for deaf learners.