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Strategy usage among deaf and hearing readers.

J F Andrews1, J M Mason

  • 1Department of Communications, Lamar University, Beaumont, Texas.

Exceptional Children
|May 1, 1991
PubMed
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Deaf and hearing students read texts, with deaf readers using rereading and background knowledge more often. Findings suggest improving reading comprehension strategies for deaf students.

Area of Science:

  • Linguistics
  • Education
  • Cognitive Psychology

Background:

  • Reading comprehension is crucial for academic success.
  • Understanding how deaf and hearing readers differ is key to developing effective educational strategies.
  • Previous research indicates variations in reading strategies among diverse student populations.

Purpose of the Study:

  • To compare the reading comprehension strategies of prelingually and profoundly deaf high school students with hearing students.
  • To identify specific differences in strategy use between deaf and hearing readers.
  • To inform the development of improved reading instruction for deaf learners.

Main Methods:

  • Participants included prelingually and profoundly deaf high school students, hearing elementary-age students, and hearing reading-disabled high school students.

Related Experiment Videos

  • Students completed a cloze task (filling in deleted words) on expository texts.
  • Students explained their word replacement decisions verbally or through sign language.

    • Main Results:

    • Hearing students generally found the cloze task easier and could better articulate their strategies.
    • Deaf readers reported using similar strategies but with different frequencies compared to hearing readers.
    • Deaf readers more frequently employed rereading and background knowledge, while hearing readers relied more on context clues.

    Conclusions:

    • Significant differences exist in the frequency of strategy use between deaf and hearing readers.
    • Instruction for deaf readers should emphasize and enhance the use of effective comprehension strategies.
    • Tailoring reading instruction to the specific needs of deaf students can improve their academic outcomes.