Reading online in deaf and hearing young people: Do differences exist?

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Deafness & Education International Pub Date : 2023-05-05 DOI:10.1080/14643154.2023.2207860

W. Mann, Rachel O’Neill, Freya Watkins, Robin L. Thompson

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引用次数: 1

Abstract

ABSTRACT This pilot study explored effects of hearing loss on deaf children’s reading comprehension in an online context. Eighteen deaf secondary students, ages 12–14 years (11 with British Sign Language as their dominant language, seven with English as their dominant language) engaged in an online research comprehension task. Six age-matched hearing spoken language bilingual students served as a comparison group. All participants were identified as confident readers by their teachers. Participants were asked to “think aloud” during an online search task to provide insights into their strategies. Additionally, participants completed a battery of assessments related to reading comprehension, vocabulary, non-verbal IQ, and working memory. Overall results showed similar use of strategies across all students. Strategies applied by the most skilled readers involved drawing on prior knowledge sources, e.g. informational websites or search engines, prior knowledge of the topic, and taking the time to read and evaluate website headings before deciding which one to use as source. Participants also made use of working memory skills. Findings highlight the importance of teaching online search and evaluation skills as part of the reading curriculum in schools.

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聋人和听力正常的年轻人在线阅读:存在差异吗?

本研究旨在探讨听力损失对聋儿在线阅读理解的影响。18名12-14岁的聋哑中学生(11名以英国手语为主要语言，7名以英语为主要语言)参与了一项在线研究理解任务。6名年龄匹配的听力口语双语学生作为对照组。所有的参与者都被他们的老师认定为自信的读者。在一项在线搜索任务中，参与者被要求“自言自语”，以提供对他们策略的见解。此外，参与者还完成了一系列与阅读理解、词汇量、非语言智商和工作记忆有关的评估。总体结果显示，所有学生使用的策略相似。最熟练的读者使用的策略包括利用先验知识来源，例如信息网站或搜索引擎，对主题的先验知识，在决定使用哪个作为来源之前花时间阅读和评估网站标题。参与者还使用了工作记忆技能。研究结果强调了将在线搜索和评估技能作为学校阅读课程一部分的重要性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Deafness & Education International EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.70

自引率

7.10%

发文量

期刊介绍： Deafness and Education International is a peer-reviewed journal published quarterly, in alliance with the British Association of Teachers of the Deaf (BATOD) and the Australian Association of Teachers of the Deaf (AATD). The journal provides a forum for teachers and other professionals involved with the education and development of deaf infants, children and young people, and readily welcomes relevant contributions from this area of expertise. Submissions may fall within the areas of linguistics, education, personal-social and cognitive developments of deaf children, spoken language, sign language, deaf culture and traditions, audiological issues, cochlear implants, educational technology, general child development.