Are Deaf Students’ Reading Challenges Really About Reading?

Abstract

Reading achievement among deaf students typically lags significantly behind hearing peers, a situation that has changed little despite decades of research. This lack of progress and recent findings indicating that deaf students face many of the same challenges in comprehending sign language as they do in comprehending text suggest that difficulties frequently observed in their learning from text may involve more than just reading. Two experiments examined college students’ learning of material from science texts. Passages were presented to deaf (signing) students in print or American Sign Language and to hearing students in print or auditorially. Several measures of learning indicated that the deaf students learned as much or more from print as they did from sign language, but less than hearing students in both cases. These and other results suggest that challenges to deaf students’ reading comprehension may be more complex than is generally assumed.

Content analysis of memory and memory-related research studies on children with hearing loss

“…Moreover, debates still continue about cognitive development and sensory withdrawal of children (Khan et al, 2005;Mayberry, 2002). Literacy skills of hard-ofhearing children are the most frequently studied topics, followed by intelligence and memory research (Marschark et al, 2009). Although the existing literature hosts a vast amount of comprehensive assessment research, such as meta-analysis and content analysis of empirical studies focusing on literacy skills (Marschark et al, 2009) and intellectual characteristics (Vernon, 1968(Vernon, /2005 of CHL, no holistic research evaluating other studies on memory processes had been detected.…”

“…Literacy skills of hard-ofhearing children are the most frequently studied topics, followed by intelligence and memory research (Marschark et al, 2009). Although the existing literature hosts a vast amount of comprehensive assessment research, such as meta-analysis and content analysis of empirical studies focusing on literacy skills (Marschark et al, 2009) and intellectual characteristics (Vernon, 1968(Vernon, /2005 of CHL, no holistic research evaluating other studies on memory processes had been detected. Furthermore, the fact that children are heterogeneous population leads to the employment of different scientific methods generally and the use of other measurement tools specifically.…”

“…Therefore, it is crucial to classify their characteristics properly (Marschark et al, 2009). Hence, the characteristics of the CHL who participated in the selected studies were analyzed under three sub-categories: Demographic, audiological, and educational.…”

Intelligence of Hearing-Impaired Children: An Evaluation Based on Demographic, Educational, and Audiological Characteristics

“…İşitme engellilerin eğitimi alanında okuma yazma becerilerinden sonra en çok çalışılan konu ana eksene bellek ve zekayı yerleştiren bilişsel süreçler olmuştur (Marschark, Sapere, Convertino, Mayer, Wauters ve Sarchet, 2009). İlk zihinsel değerlendirmenin 1889'da Amerika Birleşik Devletleri'nde Greenberger tarafından o zamanki adıyla sağırlar okulundaki zihinsel yetersizliği olan çocukları saptamak üzere yapıldığı, ancak kullanılan aracın standart değil, zeka testini andıran enformel bir araç olduğu bildirilmektedir (Ergenç, 1995).…”

Diretrizes da construção de histórias em quadrinhos hipermídia para aprendizagem do aluno surdo

“…Assim, a inserção da maioria da população surda em um ambiente oral-auditivo torna-se um complicador no aspecto interativo (CORRADI, VIDOTTI, 2010). Marschark et al (2009) identificam que a combinação de informações verbais com visuais melhora o aprendizado e retenção de conteúdos tanto para alunos surdos como não surdos. Isso porque a utilização de materiais verbais acompanhados de visuais permite que os indivíduos vejam redundância e formas alternativas da mesma informação, contribuindo para uma melhor retenção do conhecimento.…”