Reading metacomprehension of Spanish deaf and hard-of-hearing students.

IF 1.7 3区 教育学 Q2 EDUCATION, SPECIAL
Isabel R Rodríguez-Ortiz, Francisco J Moreno-Pérez, David Saldaña
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引用次数: 0

Abstract

Difficulties in monitoring reading comprehension result in poor comprehension. One key aspect of monitoring is metacomprehension, which refers to one's awareness of one's own reading comprehension. Previous studies have observed difficulties in metacomprehension among the deaf or hard-of-hearing (DHH) population. This study aims to determine whether the metacomprehension of DHH students corresponds to their reading score and whether they are truly capable of adjusting their metacomprehension to the difficulty of the text. We evaluated 25 Spanish-speaking DHH students with reading scores approximately equivalent to Grades 5 or 6 of Primary School. Participants were asked to read a text and answer questions. The texts corresponded to three levels of difficulty (explicit, inferable, and noninferable). The results revealed that the metacomprehension of DHH students corresponded to their reading score. The DHH population may have better reading metacomprehension than is typically assumed, although the manifestation of this skill may depend on the type of task demanded of them (comprehension judgment or knowledge judgment).

西班牙聋人和重听学生的阅读元理解。
阅读理解监控困难会导致理解能力低下。监控的一个关键方面是元理解,指的是一个人对自己阅读理解能力的认识。以往的研究发现,聋人或重听人(DHH)在元理解方面存在困难。本研究旨在确定 DHH 学生的元理解能力是否与他们的阅读得分相对应,以及他们是否真正有能力根据文章的难度调整自己的元理解能力。我们对 25 名西班牙语 DHH 学生进行了评估,他们的阅读分数大约相当于小学五六年级的水平。参与者被要求阅读一篇文章并回答问题。文章的难度分为三个等级(明确、可推断和不可推断)。结果显示,DHH 学生的元理解能力与他们的阅读得分相一致。尽管元理解能力的表现可能取决于要求他们完成的任务类型(理解判断或知识判断),但 DHH 群体的阅读元理解能力可能比通常假设的要好。
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来源期刊
CiteScore
3.40
自引率
10.00%
发文量
40
期刊介绍: The Journal of Deaf Studies and Deaf Education is a peer-reviewed scholarly journal integrating and coordinating basic and applied research relating to individuals who are deaf, including cultural, developmental, linguistic, and educational topics. JDSDE addresses issues of current and future concern to allied fields, encouraging interdisciplinary discussion. The journal promises a forum that is timely, of high quality, and accessible to researchers, educators, and lay audiences. Instructions for contributors appear at the back of each issue.
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