Print Exposure, Reading Habits, and Reading Achievement among Deaf and Hearing College Students

Autor/inn/en	Marschark, Marc; Sarchet, Thomastine; Convertino, Carol M.; Borgna, Georgianna; Morrison, Carolyn; Remelt, Sarah
Titel	Print Exposure, Reading Habits, and Reading Achievement among Deaf and Hearing College Students
Quelle	In: Journal of Deaf Studies and Deaf Education, 17 (2012) 1, S.61-74 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-4159
DOI	10.1093/deafed/enr044
Schlagwörter	College Students; Reading Habits; Recognition (Psychology); Elementary Secondary Education; Reading Achievement; Deafness; Academic Achievement; Incidental Learning; Periodicals; Hearing (Physiology); Higher Education; Comparative Analysis; College Entrance Examinations; Scores; Books + Suchen Sie Ihr Suchwort? Collegestudent; Reading habit; Lesegewohnheit; Recognition; Wiedererkennen; Leseleistung; Gehörlosigkeit; Taubstummheit; Schulleistung; Inzidentelles Lernen; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Gehör; Hören; Hochschulbildung; Hochschulsystem; Hochschulwesen; Aufnahmeprüfung; Book; Buch; Monographie; Monografie
Abstract	This study explored relations of print exposure, academic achievement, and reading habits among 100 deaf and 100 hearing college students. As in earlier studies, recognition tests for book titles and magazine titles were used as measures of print exposure, college entrance test scores were used as measures of academic achievement, and students provided self-reports of reading habits. Deaf students recognized fewer magazine titles and fewer book titles appropriate for reading levels from kindergarten through Grade 12 while reporting more weekly hours of reading. As in previous studies with hearing college students, the title recognition test proved a better predictor of deaf and hearing students' English achievement than how many hours they reported reading. The finding that the recognition tests were relatively more potent predictors of achievement for deaf students than hearing students may reflect the fact that deaf students often obtain less information through incidental learning and classroom presentations. (As Provided).
Anmerkungen	Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://jdsde.oxfordjournals.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10