Similarities and Differences in the Processing of Written Text by Skilled and Less Skilled Readers with Prelingual Deafness

Autor/in	Miller, Paul
Titel	Similarities and Differences in the Processing of Written Text by Skilled and Less Skilled Readers with Prelingual Deafness
Quelle	In: Journal of Special Education, 46 (2013) 4, S.233-244 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466910386790
Schlagwörter	Reading Instruction; Sign Language; Reading Comprehension; Oral Language; Metalinguistics; Deafness; Sentences; Grade 11; Semitic Languages; Foreign Countries; Written Language; Reading Skills; Cognitive Processes; High School Students; Grade 10; Undergraduate Students; Phonemic Awareness; Israel + Suchen Sie Ihr Suchwort? Leseunterricht; Gebärdensprache; Leseverstehen; Oral interpretation; Mündlicher Sprachgebrauch; Metalanguage; Metasprache; Gehörlosigkeit; Taubstummheit; Sentence analysis; Satzanalyse; School year 11; 11. Schuljahr; Schuljahr 11; Arabisch; Hebräisch; Ausland; Geschriebene Sprache; Reading skill; Lesefertigkeit; Cognitive process; Kognitiver Prozess; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	This study focuses on similarities and differences in the processing of written text by individuals with prelingual deafness from different reading levels that used Hebrew as their first spoken language and Israeli Sign Language as their primary manual communication mode. Data were gathered from three sources, including (a) a sentence comprehension test, (b) a metalinguistic awareness (MLA) test, and (c) a word-processing experiment. Participants were 62 individuals who were prelingually deaf, of whom 36 were high school students (10th and 11th graders) and 26 were undergraduate or graduate university students. Findings imply that neither MLA nor word-processing efficiency distinguishes between skilled and less skilled readers with deafness. Rather, differences in reading comprehension skills seem to reflect variance in the ability to process text at the supralexical (sentence) level. Findings are discussed with regard to their implication for the reading instruction for students who are prelingually deaf. (Contains 3 tables.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10