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A Technology-Based Intervention to Increase Reading Comprehension of Morphosyntax Structures
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Cannon, Joanna E.; Hubley, Anita M.; O'Loughlin, Julia I.; Phelan, Lauren; Norman, Nancy; Finley, Alayna – Journal of Deaf Studies and Deaf Education, 2020
The purpose of this study was to examine the effectiveness of a technology-based intervention (LanguageLinks: Syntax Assessment and Intervention®; Laureate Learning Systems, Inc., 2013) to improve reading comprehension for d/Deaf and hard of hearing (DHH) elementary students. The intervention was a self-paced, interactive program designed to…
Descriptors: Educational Technology, Technology Uses in Education, Teaching Methods, Reading Instruction
Instruction in Metacognitive Strategies to Increase Deaf and Hard-of-Hearing Students' Reading Comprehension
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Benedict, Kendra M.; Rivera, Maria C.; Antia, Shirin D. – Journal of Deaf Studies and Deaf Education, 2015
The purpose of this intervention study was to examine the use of a metacognitive strategy--the Comprehension, Check, and Repair Strategy--on strategic reading behavior, nonstrategic reading behavior, and reading comprehension of students who are deaf or hard of hearing (D/HH). A multiple baseline design was used across 3 teacher-student dyads.…
Descriptors: Metacognition, Reading Skills, Reading Comprehension, Deafness
Using Miscue Analysis to Assess Comprehension in Deaf College Readers
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Albertini, John; Mayer, Connie – Journal of Deaf Studies and Deaf Education, 2011
For over 30 years, teachers have used miscue analysis as a tool to assess and evaluate the reading abilities of hearing students in elementary and middle schools and to design effective literacy programs. More recently, teachers of deaf and hard-of-hearing students have also reported its usefulness for diagnosing word- and phrase-level reading…
Descriptors: Reading Comprehension, Reading Difficulties, Deafness, Miscue Analysis
The "Wh" Questions of "Visual Phonics": What, Who, Where, When, and Why
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Narr, Rachel F.; Cawthon, Stephanie W. – Journal of Deaf Studies and Deaf Education, 2011
"Visual Phonics" is a reading instructional tool that has been implemented in isolated classrooms for over 20 years. In the past 5 years, several experimental studies demonstrated its efficacy with students who are deaf or hard of hearing. Through a national survey with 200 participants, this study specifically addresses who, where, how, and why a…
Descriptors: Reading Comprehension, Phonics, Partial Hearing, Phonemic Awareness
Clinical Examination of Three Methods of Teaching Reading Comprehension to Deaf and Hard-of-Hearing Students: From Research to Classroom Applications.
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Al-Hilawani, Yasser A. – Journal of Deaf Studies and Deaf Education, 2003
The reading comprehension performance of 30 third-graders with hearing impairments from the United Arab Emirates was examined under three teaching conditions, the key word strategy, modified reciprocal teaching, and the basic reading approach. Key word strategy and modified reciprocal teaching significantly enhanced performance in reading…
Descriptors: Classroom Techniques, Elementary Education, Foreign Countries, Grade 3
Using Verbal Protocols To Identify the Reading Strategies of Students Who Are Deaf.
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Schirmer, Barbara R. – Journal of Deaf Studies and Deaf Education, 2003
After each page of reading a short story, 10 elementary students attending a residential school for the deaf were asked to think aloud (or think visibly). Participants constructed meaning, monitored comprehension, and activated strategies to improve comprehension, and evaluated, but did not demonstrate, each reading strategy within these…
Descriptors: Elementary Education, Hearing Impairments, Metacognition, Reading Comprehension