Reading comprehension strategies used by Chilean deaf adults. A think-aloud study

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Deafness & Education International Pub Date : 2023-02-27 DOI:10.1080/14643154.2023.2181513
M. Lissi, Maribel González, Verónica Escobar, Martín Vergara, Camila Villavicencio, Christian Sebastián
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Abstract

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.
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智利聋人成人的阅读理解策略。一项有声思考研究
本定性研究旨在识别和分析5名22-47岁的聋人成人的阅读理解策略,这些人即将完成或已经完成了高等教育机构的学业。所选择的方法部分复制了Banner和Wang(2011)在他们的有声思考研究中使用的方法,该研究描述了聋哑学生和成人使用的认知和元认知阅读理解策略。本研究包括类似的访谈问题和有声思考程序,由一位聋哑教师,智利手语(LSCh)的母语使用者进行。参与者阅读信息文本,并在阅读任务中被打断三次,以回答有关他们认知和元认知过程的问题。结果表明,这些聋人成年人可以使用Pressley和Afflerbach(1995)所确定的所有类别的策略:构建意义、监控和提高理解和评价理解。Banner和Wang的研究中描述的一些策略只在个别情况下被观察到,其中一些策略根本没有被使用。这项研究的聋人参与者也使用了一些以前的研究中没有包括的策略。由于智利很少有聋人成年人完成高等教育,本研究提供的信息可能有助于指导旨在提高小学,高中和大学DHH学生阅读理解能力的干预措施。讨论了早期阅读经历的相关性,以及与阅读成就相关的动机因素。
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来源期刊
Deafness & Education International
Deafness & Education International EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.70
自引率
7.10%
发文量
14
期刊介绍: Deafness and Education International is a peer-reviewed journal published quarterly, in alliance with the British Association of Teachers of the Deaf (BATOD) and the Australian Association of Teachers of the Deaf (AATD). The journal provides a forum for teachers and other professionals involved with the education and development of deaf infants, children and young people, and readily welcomes relevant contributions from this area of expertise. Submissions may fall within the areas of linguistics, education, personal-social and cognitive developments of deaf children, spoken language, sign language, deaf culture and traditions, audiological issues, cochlear implants, educational technology, general child development.
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