The use of signed English pictures to facilitate reading comprehension by deaf students

Author(s): Hyde, M.

Journal/Book: Amer Ann Deaf. 1997; 142: Kdes PAS-6, 800 Florida Ave NE, Washington, DC 20002. American Annals of the Deaf. 333-341.

Abstract: Many deaf students have severe difficulty acquiring literacy and developing reading comprehension beyond an elementary school level. This difficulty apparently results from a combination of perceptual, communication, instructional, linguistic, and experiential deficits. Although some deaf students develop a degree of signed English proficiency, this does not necessarily translate into reading proficiency. Recent studies examining the possible association between signed English pictures and comprehension of printed text present some support for facilitation of students' word recognition in a format combining those two elements. Whether this format enhances comprehension remains unclear from previous studies. The present study, involving 16 severely or profoundly deaf students across two reading-proficiency groups, examined whether the use of signed English pictures in association with printed text enhances students' reading comprehension. The study found that comprehension was significantly enhanced by the use of signed English reading books, with poorer readers deriving greater benefit than better readers. Practical implications of the findings are discussed.

Note: Article Wilson T, Griffith Univ, Fac Educ, Ctr Deafness Studies & Res, Brisbane, Qld 4111, AUSTRALIA

Keyword(s): HEARING-IMPAIRED CHILDREN; MANUAL COMMUNICATION; SKILLS; INFORMATION; LITERACY; READERS

Zurück | Weiter