ERIC Number: ED433662
Record Type: RIE
Publication Date: 1999
Reference Count: N/A
The Development and Use of Cheremic, Graphemic, and Phonological Coding in Deaf High School-Aged Readers.
O'Connor, Katherine; Taylor, Linda S.
This report outlines the a study that investigated the reading skills of high school students (ages 14-19) with severe or profound prelingual deafness, including 6 skilled readers with parents with deafness, 6 skilled readers with hearing parents, and 6 average readers with hearing parents. The study determined short-term memory strategies used by individuals with deafness in contrived and real-work reading situations, and explored the correlation of these strategies with: (1) individual factors such as reading level, level of hearing loss, and age of onset; (2) educational and family characteristics, including communication mode and language, parent adaptation, involvement, permissiveness and expectations, and early reading, sign, and speech experiences. (CR)
Publication Type: Reports - Descriptive; Reports - Research
Education Level: N/A
Sponsor: Office of Special Education and Rehabilitative Services (ED), Washington, DC.
Authoring Institution: Boston Univ., MA. School of Education.