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Call for Feedback: Proposed Changes to How ERIC Indicates Peer Review
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ERIC Number: EJ603429
Record Type: CIJE
Publication Date: 1998
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISSN: ISSN-0042-8639
Literal and Inferential Reading Comprehension of Students Who Are Deaf or Hard of Hearing.
Walker, L.; Munro, J.; Rickards, F. W.
Volta Review, v100 n2 p87-103 Spr 1998
This study compared the literal and inferential comprehension abilities for textual, functional, and recreational text genres of 195 students who were deaf or hard of hearing. Literal comprehension exceeded inferential comprehension for males but not females. Educational setting (special class, resource room, or fully mainstreamed) influenced ability for literal and inferential reading and for comprehension facility. (Contains extensive references.) (Author/DB)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Inferential Comprehension