Selected Factors Related to Reading Comprehension for d/Deaf and Hard-of-Hearing Students

• In Event: 72.042 - Research on the Education of Deaf Persons SIG Paper Session

Abstract

This study examined the relationships of code-related predictors (i.e., phonological knowledge and silent word reading fluency), language-related predictors (i.e., morphological knowledge) and reading comprehension with 45 d/Deaf and hard of hearing (d/Dhh) students in grades 3-8, taking into account any effects of demographic information. A correlation design was utilized using simple Pearson correlations, multiple regressions, and an analysis of variance (ANOVA) with pairwise comparisons for analyses. Results indicated that morphological knowledge was significantly related to reading comprehension over and beyond the other predictors (i.e., phonological knowledge and silent word reading fluency) and the demographic covariates (i.e., home language, age, and grade).

Authors

• Jodi Falk

• Ye Wang, Teachers College, Columbia University

• Peter V. Paul, The Ohio State University

• Laudan Jahromi

• Seougwoo Ahn