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.

scholarly journals The Promise of Comprehensive Early Reading Instruction for Children With Autism and Recommendations for Future Directions

2021 ◽  
Vol 52 (1) ◽  
pp. 225-238 ◽  
Author(s):  
Joanne Arciuli ◽  
Benjamin Bailey
Keyword(s):  
Reading Instruction ◽  
Oral Language ◽  
Empirical Studies ◽  
Early Reading ◽  
Children With Autism ◽  
Review Article ◽  
Great Promise ◽  
National Reading Panel ◽  
Early Reading Instruction ◽  
The Individual

Purpose Children with autism have an increased likelihood of reading difficulties. The reasons for this are numerous and varied, but many children with autism can learn to read when they are provided with evidence-based early reading instruction. Method Here, we provide an overview of some of the factors that impact early reading development for children with autism and a rationale for the provision of comprehensive early reading instruction consistent with the recommendations of the National Reading Panel (NRP). We discuss research on NRP instruction for children with autism, including some of our own empirical studies. We also discuss some areas of research that were not emphasized by the NRP but that we view as important. We offer recommendations that extend beyond NRP guidelines in order to advance knowledge and improve practice. Conclusions Comprehensive early reading instruction holds great promise for children with autism, but there are gaps in our understanding that need to be addressed. These include the most effective method(s) for tailoring reading instruction to the needs of the individual while optimizing delivery to small groups of children, supporting skills and making other accommodations not outlined by the NRP, and consideration of bilingualism and of reading instruction in languages other than English, among other issues. While our focus in this review article is early reading instruction for children with autism who use oral language, we acknowledge that there is a major gap in the literature concerning reading instruction for those who do not use oral language. We hope that this review article will be helpful to clinicians, educators, and researchers alike, as well as children with autism and their families, friends, and support networks.

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.

Predictors of English Reading Comprehension for Children Who Are d/Deaf or Hard of Hearing

2016 ◽  
Vol 29 (1) ◽  
pp. 35-54 ◽  
Author(s):  
Ye Wang ◽  
Peter V. Paul ◽  
Jodi L. Falk ◽  
Laudan B. Jahromi ◽  
Seougwoo Ahn
Keyword(s):  
Reading Comprehension ◽  
Hard Of Hearing ◽  
English Reading ◽  
English Reading Comprehension

Fostering EFL Learners' Reading Comprehension Through a Web-Based Cumulative Sentence Analysis (CSA) System

2018 ◽  
pp. 202-220
Author(s):  
Yea-Ru Tsai
Keyword(s):  
Reading Comprehension ◽  
Engineering Students ◽  
Empirical Studies ◽  
Syntactic Analysis ◽  
Control Group ◽  
Web Based ◽  
Efl Learners ◽  
English Reading ◽  
Post Test ◽  
Experimental Group

In this chapter, the author investigated the effects of a web-based cumulative sentence analysis (CSA) instruction on university engineering students' English reading comprehension. The results of two empirical studies were presented. The findings showed that the experimental group achieved a higher level of reading comprehension performance following the instruction. Inter-group comparison also revealed that the experimental group significantly outperformed the control group in the post-test, while no difference was found between these groups in the pre-test. The questionnaire showed the majority of the students have perceived positive learning outcome in reading comprehension after the CSA instruction. The positive correlation between the post-test and online CSA test indicates that learners' syntactic analysis ability can benefit their reading comprehension. By presenting the instructional framework, this study has contributed to the empirical research concerning the effect of syntactic competence on English as a foreign language (EFL) reading comprehension.

The effect of topic knowledge, comprehension monitoring and motivation on reading comprehension

2011 ◽  
Author(s):  
Panayiota Metallidou ◽  
Vaitsa Giannouli ◽  
Mara Gioka ◽  
Anthi Borodimou ◽  
Maria Valougeorgi
Keyword(s):  
Reading Comprehension ◽  
Comprehension Monitoring ◽  
Topic Knowledge
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