scholarly journals Instruction in Metacognitive Strategies to Increase Deaf and Hard-of-Hearing Students' Reading Comprehension

2014 ◽  
Vol 20 (1) ◽  
pp. 1-15 ◽  
Author(s):  
K. M. Benedict ◽  
M. C. Rivera ◽  
S. D. Antia
Keyword(s):  
Reading Comprehension ◽  
Hard Of Hearing ◽  
Metacognitive Strategies

Exploring Metacognitive Strategies Utilizing Digital Books: Enhancing Reading Comprehension Among Deaf and Hard of Hearing Students in Saudi Arabian Higher Education Settings

2017 ◽  
Vol 56 (5) ◽  
pp. 645-674
Author(s):  
Majed A. Alsalem
Keyword(s):  
Higher Education ◽  
Reading Comprehension ◽  
Treatment Group ◽  
Hard Of Hearing ◽  
Metacognitive Strategies ◽  
Control Group ◽  
Treatment Groups ◽  
Printed Books ◽  
Educational Challenge ◽  
Digital Books

The purpose of this study was to examine evidence-based practices related to reading comprehension through metacognitive strategies utilizing digital books among deaf and hard of hearing (DHH) in higher education. Previous literature has demonstrated that the major educational challenge for DHH students was developing reading comprehension skills. This issue becomes more complex when DHH students start their undergraduate education in Saudi Arabia due to the difficulty of understanding academic books and journals. Based on the preliminary data, an intervention was designed for DHH students with control and treatment groups ( n = 36). The control group was taught using metacognitive strategies-based printed books. By contrast, the treatment group received an intervention through metacognitive strategies-based digital books. The procedure of the study was designed through multiple measurements: The Achievement Test of Reading Comprehension was used as a baseline measurement. In addition, classroom observations were used during the study to ensure the fidelity of treatment, and students’ perspectives were collected through a survey at the end of the intervention for the social validity purpose. The results indicated significant improvement for both groups with the largest effect relating to the treatment group in reading comprehension and engagement level compared with that of the control group.

scholarly journals METACOGNITION AND ENGLISH READING-RELATED OUTCOMES FOR D/DEAF AND HARD OF HEARING STUDENTS: A NARRATIVE REVIEW

2021 ◽  
Vol 11 (2) ◽  
pp. 94-112
Author(s):  
Peixuan Yan ◽  
◽  
Peter V. Paul ◽  
Keyword(s):  
Reading Comprehension ◽  
Executive Function ◽  
Hard Of Hearing ◽  
Empirical Studies ◽  
Metacognitive Strategies ◽  
Narrative Review ◽  
Comprehension Monitoring ◽  
English Reading ◽  
National Reading Panel ◽  
The Individual

The purpose of this narrative review was to summarize empirical studies regarding the effects of metacognition on English reading-related outcomes for students who are d/Deaf and hard of hearing (d/Dhh). This review covered the timeframe from the publication of the previous and only narrative review conducted by Strassman (1997) to 2020. Several of Strassman’s assertions were confirmed, including the oft-repeated one: d/Dhh students possess inadequate comprehension-monitoring skills. In fact, the students are not aware of effective metacognitive strategies and, in general, do not know “what they do not know.” Although intervention is strongly recommended, a few later studies asserted that such intervention not only should be based on the recommendations of the National Reading Panel, but also should be differentiated to meet the individual needs of d/Dhh students. It was argued that d/Dhh reading comprehension challenges are due to metacognitive or executive function issues; however, this assumption needs to be contextualized within a framework of reading which entails decoding and comprehension processes.

A Technology-based Intervention to Increase Reading Comprehension of Morphosyntax Structures

2019 ◽  
Vol 25 (1) ◽  
pp. 126-139
Author(s):  
Joanna E Cannon ◽  
Anita M Hubley ◽  
Julia I O’Loughlin ◽  
Lauren Phelan ◽  
Nancy Norman ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Elementary Students ◽  
Hard Of Hearing ◽  
Randomized Control Trial ◽  
Learning Systems ◽  
Interactive Program ◽  
Assessment Data ◽  
Trial Methodology ◽  
Verbal System ◽  
Randomized Control

Abstract The purpose of this study was to examine the effectiveness of a technology-based intervention (LanguageLinks: Syntax Assessment and Intervention®; Laureate Learning Systems, Inc., 2013) to improve reading comprehension for d/Deaf and hard of hearing (DHH) elementary students. The intervention was a self-paced, interactive program designed to scaffold learning of morphosyntax structures. Participants included 37 DHH students with moderate to profound hearing levels, 7–12 years of age, in Grades 2–6. Assessment data were collected pre- and post- an 8-week intervention using a randomized control trial methodology. Findings indicate the intervention did not appear to be effective in improving performance, and 17 out of 36 morphosyntax structures were found difficult to comprehend for participants in the treatment group. These difficult structures included aspects of pronominalization, the verbal system, and number in nouns. Results are compared to previous research, with recommendations for future areas of research related to increasing knowledge of morphosyntax for learners who are DHH.

scholarly journals A Quantitative Research for Improving Reading Comprehension of First Year Engineering Students of QUEST, Pakistan Through Metacognitive Strategies

2018 ◽  
Vol 8 (4) ◽  
pp. 73
Author(s):  
Zaimuariffudin Shukri Nordin ◽  
Mansoor Ahmed Channa ◽  
Abdul Malik Abassi
Keyword(s):  
Reading Comprehension ◽  
Quantitative Research ◽  
Engineering Students ◽  
Reading Proficiency ◽  
Metacognitive Strategies ◽  
First Year ◽  
Course Material ◽  
The Mean ◽  
Effective Reading Strategies ◽  
Scaffolding Strategies

This quantitative research investigates first year engineering students’ reading comprehension using the different metacognitive strategies and scaffolding strategies. The research was undertaken at QUEST, Nawabshah, Pakistan. The respondents of this research were taken from four engineering departments including Mechanical Engineering, Energy and Environmental Engineering, Electrical Engineering, and Computer System Engineering. A set of questionnaire was used among 311 respondents. The data was analyzed using descriptive statistics to analyze research variables through SPSS 17 for producing the Percentages, Mean and Standard Deviation of the data. The results acquired from data suggested that the engineering respondents used their metacognitive strategies in order to make their comprehension easy to apprehend the meaning of reading passages. This research also revealed the average uses of twenty important categories on metacognitive strategies as reported by engineering respondents. The mean score for ‘I often find that I have been reading for class but don’t know what it is all about’ category (M = 2.65) was rated by the respondents of this research as the highest; while the mean score for ‘reading instructions carefully before beginning a task’ (M = 1.54) was rated as the lowest. The results also showed that the respondents of this study revealed the average uses of the twelve important categories of scaffolding. However, the mean score for ‘When studying this course I often set aside time to discuss the course material with a group of students from the class’ category (M = 2.29) was the highest for all respondents; whereas, the mean score for ‘I ask teachers/students for help when they do not understand’ (M = 1.37) was the lowermost. However, no category of metacognitive strategies and scaffolding fell into low level of usage. To sum up, results are presented for developing effective reading strategies for engineering students to improve their reading proficiency.

The Interplay Between Pragmatics and Reading Comprehension in Children Who Are Deaf or Hard of Hearing

2020 ◽  
pp. 155-170
Author(s):  
Louise Paatsch ◽  
Dianne Toe
Keyword(s):  
Reading Comprehension ◽  
Hard Of Hearing ◽  
Social Contexts ◽  
Metacognitive Skills ◽  
Language And Literacy ◽  
Social And Emotional ◽  
Literacy Outcomes ◽  
Emotional Outcomes ◽  
Pragmatic Skills ◽  
Children's Literacy

Strong language skills are linked to children’s literacy and social and emotional outcomes, and they are critical for educational success throughout life. However, many children who are deaf and hard of hearing (DHH) experience challenges with developing language and literacy outcomes that are commensurate with their peers with typical hearing. In particular, some children who are DHH have difficulties in understanding and using language in social contexts, specifically in regard to the more subtle and complex pragmatic skills such as contingency, inferencing, topic maintenance, and repair. This chapter suggests that such challenges evident in natural conversations may impact children’s reading comprehension. It further explores the interplay between pragmatic skills, Theory of Mind, and the complex inferential and metacognitive skills required for reading comprehension in children and young people who are DHH. Finally, the chapter addresses the implications of these links and suggests future directions for research.

Vocabulary Acquisition and Literacy in Deaf and Hard-of-Hearing Learners

2020 ◽  
pp. 94-109
Author(s):  
Shirin D. Antia ◽  
M. Christina Rivera
Keyword(s):  
Reading Comprehension ◽  
Hard Of Hearing ◽  
Vocabulary Acquisition ◽  
Vocabulary Instruction ◽  
Vocabulary Knowledge ◽  
Evidence Based ◽  
Simple View Of Reading ◽  
Simple View ◽  
Linguistic Comprehension ◽  
Selection Of

The Simple View of Reading (SVR) posits that reading comprehension is the product of two components: decoding and linguistic comprehension. A component of linguistic comprehension is vocabulary knowledge. This chapter discusses the contribution of children’s environments to vocabulary acquisition, including reasons why many deaf and hard-of-hearing (DHH) children experience moderate-to-severe vocabulary delays. We summarize the research on DHH students’ vocabulary acquisition. The section on vocabulary instruction includes methods of assessing DHH students’ vocabulary knowledge, selection of vocabulary to be taught, and the components of effective vocabulary instruction. The chapter ends with a description of the evidence-based vocabulary instruction conducted with DHH students.

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