Selected Factors in Reading Comprehension for Deaf and Hearing Adults: Phonological Skills and Metacognition

Autor/inn/en	Wang, Ye; Silvestri, Julia A.; Jahromi, Laudan B.
Titel	Selected Factors in Reading Comprehension for Deaf and Hearing Adults: Phonological Skills and Metacognition
Quelle	In: American Annals of the Deaf, 162 (2018) 5, S.445-462 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-726X
Schlagwörter	Deafness; Hearing Impairments; Adults; Reading Comprehension; Reading Processes; Reading Achievement; Phonological Awareness; Metacognition; Protocol Analysis; Inferences; Reading Strategies; Check Lists; Achievement Tests; Language Tests; Statistical Analysis; Woodcock Johnson Tests of Achievement; Clinical Evaluation of Language Fundamentals + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Leseverstehen; Leseprozess; Leseleistung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Inference; Inferenz; Reading strategy; Leselernstufe; Lesetechnik; Checkliste; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Language test; Sprachtest; Statistische Analyse
Abstract	The purpose of the study was to identify factors related to reading comprehension, and to compare similarities and differences in the reading processes of deaf and hearing adults. The sample included four groups, each consisting of 15 adults. The groups were identified as (a) deaf high-achieving readers, (b) deaf low-achieving readers, (c) hearing high-achieving readers, and (d) hearing low-achieving readers. Measurement instruments included a demographic form along with assessments of reading comprehension, phonological skills, and metacognition, the latter of which contained both a making-inferences measure and a think-aloud discussion with a reading strategies checklist. Results indicated that deaf high-achieving readers performed similarly to hearing high-achieving readers, except for phonological skills, and that for all participants, phonological skills and metacognition were related to reading comprehension skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01