Examination of Deaf and Hearing Students' Reading Comprehension Strategies in the Fifth Grade of Elementary School

Previous research showed that deaf individuals in compare to hearing ones perform weaker in syntactic processing. Therefore, they are expected to compensate for this defect through using their background knowledge. The aims of this study were to investigate the effect of deafness on the participants...

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Main Authors: Elahe Kamari, Shahla Raghibdoust
Format: Article
Language:fas
Published: Allameh Tabataba'i University Press 2015-04-01
Series: ̒Ilm-i Zabān
Subjects:
Online Access:http://ls.atu.ac.ir/article_1079_3f6bd1161bcf803da85c13bb3a737315.pdf
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spelling doaj-e1a464475d814b68b35068e8b7da20462020-11-24T23:33:39ZfasAllameh Tabataba'i University Press ̒Ilm-i Zabān2423-77282015-04-0122375210.22054/LS.2014.1079Examination of Deaf and Hearing Students' Reading Comprehension Strategies in the Fifth Grade of Elementary SchoolElahe Kamari Shahla RaghibdoustPrevious research showed that deaf individuals in compare to hearing ones perform weaker in syntactic processing. Therefore, they are expected to compensate for this defect through using their background knowledge. The aims of this study were to investigate the effect of deafness on the participants’ ability to comprehend subject relative clauses, and to determine their strategies in comprehending the semantically plausible subject relative clauses and semantically implausible ones within the theoretical framework of Interactive-Compensatory Model (Stanovich, 1980). The performance of 4 profound deaf students in fifth grades as the experimental group and 4 healthy hearing students as the control group was studied in a cross-sectional research to evaluate their comprehension of semantically plausible subject relative clauses and semantically implausible ones. The findings of this research showed that there was no significant difference between the performance of the deaf and hearing participants in comprehending semantically plausible sentences (p>0/05). However, a significant difference between the performance of the two groups was observed with respect to their comprehension of semantically implausible sentences (p<0/05). Based on the analysis of the data, it was concluded that the difficulty that the deaf experimental group experienced in processing semantically implausible subject relative sentences can be attributed to their use of a top-down strategy in comprehending these syntactic structures. http://ls.atu.ac.ir/article_1079_3f6bd1161bcf803da85c13bb3a737315.pdfdeafness; reading comprehension; reading strategy; syntactic processing; subject and object relative sentences
collection DOAJ
language fas
format Article
sources DOAJ
author Elahe Kamari
Shahla Raghibdoust
spellingShingle Elahe Kamari
Shahla Raghibdoust
Examination of Deaf and Hearing Students' Reading Comprehension Strategies in the Fifth Grade of Elementary School
̒Ilm-i Zabān
deafness; reading comprehension; reading strategy; syntactic processing; subject and object relative sentences
author_facet Elahe Kamari
Shahla Raghibdoust
author_sort Elahe Kamari
title Examination of Deaf and Hearing Students' Reading Comprehension Strategies in the Fifth Grade of Elementary School
title_short Examination of Deaf and Hearing Students' Reading Comprehension Strategies in the Fifth Grade of Elementary School
title_full Examination of Deaf and Hearing Students' Reading Comprehension Strategies in the Fifth Grade of Elementary School
title_fullStr Examination of Deaf and Hearing Students' Reading Comprehension Strategies in the Fifth Grade of Elementary School
title_full_unstemmed Examination of Deaf and Hearing Students' Reading Comprehension Strategies in the Fifth Grade of Elementary School
title_sort examination of deaf and hearing students' reading comprehension strategies in the fifth grade of elementary school
publisher Allameh Tabataba'i University Press
series ̒Ilm-i Zabān
issn 2423-7728
publishDate 2015-04-01
description Previous research showed that deaf individuals in compare to hearing ones perform weaker in syntactic processing. Therefore, they are expected to compensate for this defect through using their background knowledge. The aims of this study were to investigate the effect of deafness on the participants’ ability to comprehend subject relative clauses, and to determine their strategies in comprehending the semantically plausible subject relative clauses and semantically implausible ones within the theoretical framework of Interactive-Compensatory Model (Stanovich, 1980). The performance of 4 profound deaf students in fifth grades as the experimental group and 4 healthy hearing students as the control group was studied in a cross-sectional research to evaluate their comprehension of semantically plausible subject relative clauses and semantically implausible ones. The findings of this research showed that there was no significant difference between the performance of the deaf and hearing participants in comprehending semantically plausible sentences (p>0/05). However, a significant difference between the performance of the two groups was observed with respect to their comprehension of semantically implausible sentences (p<0/05). Based on the analysis of the data, it was concluded that the difficulty that the deaf experimental group experienced in processing semantically implausible subject relative sentences can be attributed to their use of a top-down strategy in comprehending these syntactic structures.
topic deafness; reading comprehension; reading strategy; syntactic processing; subject and object relative sentences
url http://ls.atu.ac.ir/article_1079_3f6bd1161bcf803da85c13bb3a737315.pdf
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