Reading Comprehension Strategies Used by Chilean Deaf Adults. A Think-Aloud Study

Autor/inn/en	Lissi, María Rosa; González, Maribel; Escobar, Verónica; Vergara, Martín; Villavicencio, Camila; Sebastián, Christian
Titel	Reading Comprehension Strategies Used by Chilean Deaf Adults. A Think-Aloud Study
Quelle	In: Deafness & Education International, 25 (2023) 3, S.228-247 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lissi, María Rosa) ORCID (González, Maribel) ORCID (Vergara, Martín) ORCID (Sebastián, Christian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1464-3154
DOI	10.1080/14643154.2023.2181513
Schlagwörter	Deafness; Reading Comprehension; Reading Strategies; Foreign Countries; Adults; Metacognition; Cognitive Processes; Elementary Secondary Education; Postsecondary Education; Chile + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Leseverstehen; Reading strategy; Leselernstufe; Lesetechnik; Ausland; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Cognitive process; Kognitiver Prozess; Post-secondary education; Tertiäre Bildung
Abstract	This qualitative study aimed to identify and analyse reading comprehension strategies used by five deaf adults, 22-47 years old, who were close to complete or had already completed their studies at a higher education institution. The method chosen was a partial replication of the one used by Banner and Wang (2011) in their think-aloud study to describe cognitive and metacognitive reading comprehension strategies use among deaf students and adults. The present study included similar interview questions and think-aloud procedures, which were conducted by a deaf teacher, native user of Chilean Sign Language (LSCh). Participants read informational texts and were interrupted three times during the reading task to answer questions about their cognitive and metacognitive processes. Results showed that these deaf adults can use strategies from all the categories identified by Pressley and Afflerbach (1995): constructing meaning, monitoring and improving comprehension, and evaluating comprehension. Some strategies described in the study from Banner and Wang were observed only in individual cases, and some of them were not used at all. The deaf participants of this study also used some strategies that were not included in some previous studies. Since very few deaf adults in Chile have completed higher education, the information provided by this study could be useful in guiding interventions aimed to improve reading comprehension in elementary, high school, and college DHH students. The relevance of early experiences with reading, and motivational factors associated to reading achievement are discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01