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ERIC Number: EJ996507
Record Type: Journal
Publication Date: 2012
Pages: 26
Abstractor: As Provided
Reference Count: 59
ISBN: N/A
ISSN: ISSN-0042-8639
Reading Intervention to Improve Narrative Production, Narrative Comprehension, and Motivation and Interest of Children with Hearing Loss
Pakulski, Lori A.; Kaderavek, Joan N.
Volta Review, v112 n2 p87-112 Sum 2012
This study examined the effects of a reading intervention on narrative production, narrative comprehension, and reading motivation interest in children with hearing loss. Seven school children between the ages of 9 and 11 were paired with younger "reading buddies" (without hearing loss). The children with hearing loss read storybooks to an assigned reading buddy including one narrative-style book and a matched storybook with manipulatives (i.e., felt board cutouts). Readings occurred for four days. Following the dyadic story readings, narrative production and comprehension were compared across the "reading only" versus "reading + manipulative" conditions. Data demonstrated that the "reading + manipulative" condition resulted in significantly improved narrative quality and comprehension. Pre- and postassessment of the students' self-ranking of reading motivation and interest were also gathered and revealed a significant improvement in motivation and interest following the intervention. The authors conclude that data provide preliminary evidence that a cross-age reading intervention utilizing manipulative features in dyadic reading can improve the narrative ability, narrative comprehension, and reading motivation and interest of school age students with hearing loss. (Contains 6 tables and 4 figures.)
Alexander Graham Bell Association for the Deaf and Hard of Hearing. 3417 Volta Place NW, Washington, DC 20007. Tel: 202-337-5220; Fax: 202-337-8314; e-mail: periodicals@agbell.org; Web site: http://www.agbell.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A