Instruction in Metacognitive Strategies to Increase Deaf and Hard-of-Hearing Students’ Reading Comprehension

• In Event: Language and Literacy Learning of Deaf and Hard-of-Hearing Children

Abstract

Objective: The purpose of this intervention study was to test the influence of the Comprehension Check and Repair (CC&R) strategy on the reading comprehension skills of deaf and hard of hearing students in grades 4-6. This metacognitive strategy was designed for D/HH students who struggle with comprehension, despite at least average grade level fluency skills.

Theoretical Framework: Reading comprehension depends on decoding skills, but decoding is not the sole factor for successful comprehension (Duke & Pearson, 2002; Pressley, 2000). Proficient readers compare the meanings of words as decoded to the meaning of the text in its entirety (Pressley, 2000); thus, learning to read text and learning to understand text is a mutually beneficial relationship. Students who actively and constructively engage with text are more likely to understand what they read (Mahapatra, Das, Stack-Cutler, & Parrila, 2010; Strassman, 1997). Theoretical and empirical literature on the links between metacognitive awareness, strategy use, and reading suggests that D/HH students who rely on others to monitor and resolve problems with comprehension may do so due to deficits in metacognitive knowledge and skills (Andrews & Mason, 1991; LaSasso, 1985; Martin, 1993; Schirmer, 2003; Schirmer, Bailey, & Lockman, 2004; Strassman, 1997). The purpose for teaching metacognitive awareness to struggling readers is to empower students with the knowledge and control over thinking that proficient readers employ during reading (Strassman, 1997; Beckman, 2002). Research now suggests that elementary-aged students can benefit from instruction in metacognitive strategies (Baker, 2005).

Methods: The effect of the intervention on the use of strategic and non-strategic reading behavior and reading comprehension following oral reading was examined using a multiple baseline design. Participants included three D/HH students in upper elementary grades. Each student had a bilateral, moderate to profound hearing loss, ,and was served by an itinerant teacher of D/HH. See Table 1 for the CC&R strategy procedures. Following the instructional session, frequency data were collected for behaviors that detracted from (i.e., non-strategic) and promoted (i.e., strategic) comprehension during oral reading of expository passages selected to be at the student’s instructional reading level. Reading comprehension was measured by the number of details retold.

Results: Results showed (a) increases in strategic reading behavior for Students A, B, and C (see Figure 1); (b) decreases in non-strategic reading behavior for Students A and B (see Figure 1) and (c) increases in reading comprehension for Student A, and possibly for Student B (see Figure 2);

Significance: The study adds to the limited reading intervention research in education of D/HH students. Instruction in metacognitive strategies to increase strategy use during reading may be an effective means by which to increase reading comprehension for D/HH students. The teachers who participated in this study stated that they found value in instructing students in the use of the CC&R strategy and its components. The high percentage of D/HH students who lack sufficient comprehension strategies suggests that these students could benefit from instruction in a metacognitive strategy.

Authors

• Kendra M. Benedict, Grand Canyon University

• Maria Christina Rivera, University of Arizona

• Shirin D. Antia, The University of Arizona