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Adjunct questions in prose: a question position-by-reading ability interaction.

F J Dowaliby1

  • 1Department of Educational Research and Development, National Technical Institute for the Deaf, New York.

American Annals of the Deaf
|January 1, 1990
PubMed
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Adjunct questions improve learning for deaf students. Pre-questions aided low-ability readers, while post-questions benefited high-ability readers, showing question placement matters for factual learning.

Area of Science:

  • Educational Psychology
  • Deaf Studies
  • Cognitive Science

Background:

  • Effective learning strategies are crucial for postsecondary students, especially those with hearing impairments.
  • Understanding how adjunct questions impact factual learning in deaf learners is essential for developing targeted educational interventions.

Purpose of the Study:

  • To compare the immediate factual learning performance of profoundly deaf postsecondary students.
  • To investigate the effect of adjunct question placement (pre-, post-, or no questions) on learning outcomes.
  • To explore the interaction between question position and students' reading ability.

Main Methods:

  • Profoundly deaf postsecondary students were divided into groups based on reading ability.
  • Participants studied a prose passage with either pre-questions, post-questions, or no questions.

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  • Immediate factual learning was assessed after the reading task.

    • Main Results:

    • A significant interaction was found between question position and reading ability.
    • Low-ability readers demonstrated the highest learning performance with pre-questions.
    • High-ability readers showed significantly greater learning performance with post-questions.

    Conclusions:

    • The optimal placement of adjunct questions for factual learning depends on the student's reading ability.
    • Pre-questions may support lower-ability readers by setting a focus, while post-questions can aid higher-ability readers in consolidating information.
    • These findings have implications for designing effective reading comprehension strategies for deaf learners.