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Figueroa, Mario; Darbra, Sònia; Silvestre, Núria – Journal of Deaf Studies and Deaf Education, 2020
Previous research has shown a possible link between reading comprehension and theory of mind (ToM), but these findings are unclear in adolescents with cochlear implants (CI). In the present study, reading comprehension and ToM were assessed in adolescents with CI and the relation between both skills was also studied. Two sessions were performed on…
Descriptors: Reading Processes, Theory of Mind, Assistive Technology, Reading Comprehension
Mayer, Connie; Trezek, Beverly J. – Journal of Deaf Studies and Deaf Education, 2018
The purpose of this paper is to examine the available peer-reviewed research regarding literacy achievement in deaf children with cochlear implants. A related goal is to identify gaps in the empirical literature and suggest directions for future research. Included in this review are studies that exclusively report reading and writing outcomes for…
Descriptors: Academic Achievement, Deafness, Assistive Technology, State of the Art Reviews
Hrastinski, Iva; Wilbur, Ronnie B. – Journal of Deaf Studies and Deaf Education, 2016
There has been a scarcity of studies exploring the influence of students' American Sign Language (ASL) proficiency on their academic achievement in ASL/English bilingual programs. The aim of this study was to determine the effects of ASL proficiency on reading comprehension skills and academic achievement of 85 deaf or hard-of-hearing signing…
Descriptors: Academic Achievement, Deafness, Hearing Impairments, American Sign Language
Arfé, Barbara; Rossi, Cristina; Sicoli, Silvia – Journal of Deaf Studies and Deaf Education, 2015
This study investigated the contribution of verbal working memory to the oral and written story production of deaf children. Participants were 29 severely to profoundly deaf children aged 8-13 years and 29 hearing controls, matched for grade level. The children narrated a picture story orally and in writing and performed a reading comprehension…
Descriptors: Short Term Memory, Deafness, Linguistic Performance, Linguistic Competence
Lollis, Jana; LaSasso, Carol – Journal of Deaf Studies and Deaf Education, 2009
Deaf students consistently score lower on standardized measures of reading comprehension than their hearing peers. Most of the studies that have been conducted to explain this phenomenon have focused on variables within the reader, and important differences have been found between deaf and hearing readers. More recently, in the face of…
Descriptors: Reading Comprehension, Deafness, Reading Tests, Graduation
Easterbrooks, Susan R.; Huston, Sandra G. – Journal of Deaf Studies and Deaf Education, 2008
Reading fluency in deaf children whose primary mode of communication is visual, whether English-like or American Sign Language, is difficult to measure since most measures of fluency require a child to read aloud. This article opens the discussion of a new construct, namely, signed reading fluency (i.e., rendering of printed text in a visually…
Descriptors: Reading Fluency, Sign Language, Deafness, Scoring Rubrics
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Luetke-Stahlman, Barbara; Nielsen, Diane Corcoran – Journal of Deaf Studies and Deaf Education, 2003
Performance of 31 deaf students (ages 7-17) on 15 language and literacy measures found that students scoring highest on a passage-comprehension measure also demonstrated greater proficiency on specific skills (such as reading more listed words). In addition, students who used Signing Exact English (SEE) for 5 years or more scored better than those…
Descriptors: Deafness, Elementary Secondary Education, Language Tests, Reading Comprehension