Reading retardation or linguistic deficit? II: test‐answering strategies in hearing and hearing‐impaired school children

Wood, David; Griffiths, A. J.; Webster, Alec

doi:10.1111/j.1467-9817.1981.tb00229.x

Cited by 21 publications

(8 citation statements)

References 2 publications

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“…With selected-response questions, structure can be cued through the response options, and, moreover, correct answers may be derived by associating key content terms in stems with those in distractors. Some research has indeed documented this test-taking strategy as one used by deaf readers (Wood et al, 1981).…”

Section: Deaf Readersmentioning

confidence: 95%

“…Although a common assumption underlying comprehension assessment is that all readers can be effectively assessed under the same testing conditions, recent research has pointed to two groups of readers who may be particularly affected by features of task or test administration: poor or disabled readers and deaf readers (Benson & Crocker, 1979;Dallago & Moely, 1980;Davey & La Sasso, 1985;Keogh & Margolis, 1976;McKee & Lang, 1982;Rudner, 1978;Wood, Griffiths, & Webster, 1981). Of particular interest relative to the task features employed in this study are facets of these readers: (a) language competencies, (b) memory processes, and (c) metacognitive skills.…”

Section: Reader Variables In Comprehension Assessmentmentioning

confidence: 99%

“…For example, relevant to this investigation are the findings of Wood et al (1981) indicating that, compared to hearing children, deaf readers persist in responding to reading test items well beyond their ceiling levels. Whereas hearing subjects stop responding as they reach ceiling points, deaf subjects do not inhibit responding, even when the task greatly exceeds their comprehension.…”

Section: Deaf Readersmentioning

confidence: 99%

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Postpassage Questions: Task and Reader Effects on Comprehension and Metacomprehension Processes

Davey

1987

Journal of Reading Behavior

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This investigation explored the effects of question task conditions on reading comprehension and metacomprehension for subjects differing in reading ability and English language proficiency.' Proficient readers, disabled readers, and deaf readers read expository passages and completed selected-response and constructedresponse question tasks under both lookback and no-lookback conditions. In addition, subjects rated their perceived comprehension adequacy both after reading each passage and after responding to the questions. Several significant • interaction effects were found for both demonstrated and perceived comprehension performance, most notably with lookback tasks. However, overlaps between comprehension and metacomprehension processes were not comparable across reader groups. Implications are drawn for further research concerning interactions of individual differences with reading comprehension tasks.

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Section: Deaf Readersmentioning

confidence: 95%

Section: Reader Variables In Comprehension Assessmentmentioning

confidence: 99%

Section: Deaf Readersmentioning

confidence: 99%

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Postpassage Questions: Task and Reader Effects on Comprehension and Metacomprehension Processes

Davey

1987

Journal of Reading Behavior

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“…Using a miscue analysis (Goodman, 1969), they uncovered several typical patterns in the deaf children's responses. A further study of deaf children's errors (Wood et al. , 1981) used the Southgate (1962) test, which requires the pupils to insert a missing word.…”

Section: Introductionmentioning

confidence: 99%

Reading errors made by children with low vision*

Douglas

Grimley

McLinden

et al. 2004

Ophthalmic Physiologic Optic

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Previous research has shown that, on average, children with low vision lag their sighted peers in general reading development (in terms of speed, accuracy and comprehension). This study sought to examine this apparent lag by comparing the reading profiles of 25 normally sighted readers (mean age 8 years 8 months) with 25 low vision readers. The children were tested using a reading test (the Neale Analysis of Reading Ability, NARA) and were matched on the reading accuracy score produced by the test. Therefore in terms of the reading accuracy scores (and reading ages) derived from the NARA both groups were the same. The low vision readers were on average older than the normally sighted children (mean = 10 years, 5 months). When the reading profile (i.e. accuracy, comprehension and speed) was examined in the same analysis no significant effect was revealed [d.f. = 1, 48; F = 0.05; p > 0.1], but a general lag for these children is suggested (in keeping with previous research). However, a closer analysis of the reading error profile revealed the most common reading errors made by all readers in the analysis were either mispronunciations or substitutions. The low vision readers were more prone to making substitution errors than mispronunciations and the reverse was true for normally sighted readers [d.f. = 1, 48; F = 7.1; p < 0.05]. This indicates that the reading strategies adopted by low vision readers may differ from those of normally sighted readers of the same apparent reading ability.

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“…Hamp (197 1) reported high correlations between results with deaf subjects on the PART, and Schonell R4 (1946), NFER Sentence Test 1 and Daniels and Diack Graded Test of Reading Experience (1%5). It is tempting to think that these correlations, the results reported here, and those reported by Wood, Griffiths and Webster (1981) for the Southgate test and Webster, Wood and Griffiths (1981) for the Brimer Wide-Span Test may be evidence for a general weakness in standard reading tests applied to deaf subjects.…”

Section: Discussionmentioning

confidence: 53%

Reading Retardation or Linguistic Deficit? III: a Further Examination of Response Strategies in a Reading Test Completed by Hearing-impaired Children

Beggs

Breslaw²

1983

J Research in Reading

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Recent research has suggested that deaf children use certain non-linguistic coping strategies when completing common reading tests. In this paper, the Picture Assisted Reading Test (PART) is considered; this word-recognition test is standardized for use with non-articulating deaf children, allowing them to choose the correct response from sets of four pictures. Early items were successfully identified by most deaf children; however, an analysis of the pattern of responses revealed a consistent non-reading strategy on later items. There were remarkable similarities between the pattern of responses made by deaf children supposedly reading the stimulus words and the responses of a group of hearing children who simply picked the most salient pictures from each response set. It was concluded that the measurement of reading ability in the deaf by the PART is hampered by the strategies used by children attempting to complete the test. RESUMEDu retard en lecture, ou dkficit linguistique? 111: nouvel examen des stratkgies de rkponse dans un test de lecture fait par des en fants sourds On croit, en gtntral, dans la plupart des pays de l'ouest que le savoir-lire des enfants atteints de surditt partielle ou profonde plafonne A l'bge d'environ huit ou neuf ans. Des recherches rtcentes employant lesSouthgate et Brimer Wide-Span tests ont dtmontrt que beaucoup d'enfants sourds se servent des strategies 'suffisantes' qui les rendent capables d'achever faussement ces tests. Ces strattgies se trouvent partout et ont tendance d'obscurcir le vrai caract2re des habiletts de lecture employtes par les enfants sourds qui pourraient Ctre rtvt1Cs par d'autres tests de 0141-0423/83/0601-19 0 1983 JournalofResearch in Reading (UKRA) 19 20 W.D.A. BEGGS AND P.I. BRESLAW lecture plus valables. I1 s'agit dans ce papier d'un test de reconnaissance des mots trts connu, le Picture Assisted Reading Test (PART). Ce test s'est dtveloppt pour donner A l'enfant sourd de mauvaise tnonciation une tPche de lecture, plut6t qu'une tPche de parler; il doit choisir la rtponse juste d'entre un groupe de quatre dessins simples associts i i chaque mot stimulus. Le test a t t t standardist pour que les populations et sourdes et d'ou'ie fine puissent l'employer, et il est t r b prtcis, solide et valable quand on l'administre aux gens qui entendent sans difficult&.Mais les enfants sourds ont tendance d'achever un score total, A partir duquel le savoir-lire est calcult, en identifiant un sous-groupe de mots tout A fait difftrent de celui choisi par les autres enfants. 11s parcourent le test en htsitant, choisissant des rkponses apparemment justes assez souvent pour tviter la terminaison du test, tandis que les enfants d'ou'ie normale arrivent typiquement un seuil au-del8 duquel ils ne peuvent plus identifier des mots stimulus.Un examen de la rkpartition des rCponses faites par des enfants sourds dans les groupes de dessins a dtmontrk que la plupart du temps, les rtponses ttaient donnks apr& beaucoup de rtflexion. Ceci suggere que, loin de hasarder des conjectures, d...

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Reading retardation or linguistic deficit? II: test‐answering strategies in hearing and hearing‐impaired school children

Cited by 21 publications

References 2 publications

Postpassage Questions: Task and Reader Effects on Comprehension and Metacomprehension Processes

Postpassage Questions: Task and Reader Effects on Comprehension and Metacomprehension Processes

Reading errors made by children with low vision*

Reading Retardation or Linguistic Deficit? III: a Further Examination of Response Strategies in a Reading Test Completed by Hearing-impaired Children

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