Reading Strategies of Deaf and Hearing Adults: Similarities and Differences in Phonological Processing and Metacognition

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

Abstract

The purpose of this study is to identify factors related to reading achievement, and to compare similarities and differences in the reading process of deaf and hearing adults. The sample includes 4 groups each with 15 adults—identified as: deaf/high-achieving readers, deaf/struggling/non-academic readers, hearing/high-achieving readers, and hearing/non-academic readers. Measurements include a demographic form, reading comprehension assessment, phonological skills assessment, metacognition assessment and a think-aloud discussion with a reading strategy checklist. Results shows that deaf high-achieving readers perform at similar levels as hearing high-achieving readers, and that for all participants, phonology and metacognition are related to reading achievement.

Authors

• Julia Silvestri, Columbia University

• Ye Wang, Teachers College, Columbia University

• Laudan Jahromi