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Updated: May 15, 2026

Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding
Published on: October 11, 2018
Reading comprehension of deaf students in regular education
Marcia Regina Zemella Luccas1, Brasília Maria Chiari, Bárbara Niegia Garcia de Goulart
1Graduate Program (Master's degree) in Communication Disorders, Universidade Federal de São Paulo, São Paulo, SP, Brazil. marcialuccas@gmail.com
Purpose:
To evaluate and compare the reading comprehension of deaf students included in regular classrooms of public schools with and without specialized educational support.
Methods:
Observational analytic study with 35 students with sensorineural hearing loss, with and without educational support. All subjects were assessed with the Word Reading Competence Test (WRCT), the Picture-Print Matching Test by Choice (PPMT-C), and the Sentence Reading Comprehension Test (SRCT).
Results:
In the tests regarding comprehension of words (WRCT and PPMT-C), the results showed no difference in the performance of deaf students who attend and do not attend educational support. Regarding reading comprehension of sentences, the application of the SRCT also did not show differences between the groups of deaf students. A significant correlation was found between age and grade, indicating that the older the students and the higher their educational level, the better their performance in reading sentences. The results indicate that deaf students, regardless of attending educational support, read words better than sentences.
Conclusion:
There is no difference in reading comprehension between deaf students who receive and do not receive specialized pedagogical monitoring.
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