scholarly journals The Reading Comprehension Skill of d/Deaf and Hard-of-hearing Poles and Its Importance for Media Accessibility

2019 ◽  
Vol 2 (1) ◽  
pp. 26-52
Author(s):  
Pawel Aleksandrowicz
Keyword(s):  
Hearing Loss ◽  
Second Language ◽  
Reading Comprehension ◽  
Sign Language ◽  
Hard Of Hearing ◽  
Control Group ◽  
Comprehension Skill ◽  
Demographic Questionnaire ◽  
Language Interpretation ◽  
The Relationship

The study investigates the reading comprehension skill of d/Deaf and hard-of-hearing (DHH) Poles in the context of media accessibility. Deriving from the assumption that spoken Polish typically acts as a second language for the DHH, the study employed state certificate exams designed for foreigners learning Polish as a second language. A reading comprehension test was composed on the basis of these exams, containing tasks at B1, B2 and C1 proficiency levels. It was administered to 126 participants: 87 d/Deaf and hard-of-hearing (DHH) and 39 hearing persons acting as the control group. It was also accompanied by a demographic questionnaire to determine the relationship between the reading skill and such aspects as age, education, degree of hearing loss, onset of hearing loss, preferred means of communication (sign language, spoken Polish, both), declared proficiency in Polish and preferred media accessibility method (sign language interpretation, subtitling, either of the two).

scholarly journals Reading comprehension and strategy awareness of Grade 11 English second language learners

2012 ◽  
Vol 3 (1) ◽  
Author(s):  
Madoda Cekiso
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Reading Instruction ◽  
Reading Strategies ◽  
Second Language Learners ◽  
Strategy Instruction ◽  
Control Group ◽  
Control Group Design ◽  
English Second Language ◽  
Grade 11

The aim of this study was to examine the reading strategies used by Grade 11 English Second Language (ESL) learners and the possible effects of reading instruction on their reading comprehension and strategy awareness. A quasi-experimental pre-test and post-test control group design was used. The participants included a total of 60 Grade 11 learners from a high school. The results of this study indicate that (1) learners who received reading strategy instruction scored both statistically and practically significantly higher marks on the reading comprehension test than those in the control group and (2) explicit instruction in the use of reading strategies was essential to bring about the increased use of reading strategies of learners in the experimental group. The study has implications for learners, teachers, university students and lecturers.

scholarly journals A Prognostic Marker in Idiopathic Sudden Sensorineural Hearing Loss: Serum Calprotectin

2020 ◽  
Vol 13 (1) ◽  
pp. 36-40
Author(s):  
İhsan Kuzucu ◽  
Tuba Çandar ◽  
Deniz Baklacı ◽  
İsmail Güler ◽  
Rauf Oğuzhan Kum ◽  
...  
Keyword(s):  
Hearing Loss ◽  
Sensorineural Hearing Loss ◽  
Sudden Sensorineural Hearing Loss ◽  
Sensorineural Hearing ◽  
Response To Treatment ◽  
Control Group ◽  
Study Group ◽  
Cross Sectional ◽  
Historical Cohort ◽  
The Relationship

Objectives. Calprotectin, a protein released by neutrophils, has been used in many studies as a biomarker showing the presence of inflammation. In this study, it was aimed to investigate the relationship between serum calprotectin level and response to the treatment of idiopathic sudden sensorineural hearing loss (ISSHL).Methods. The present study is a prospective, cross-sectional historical cohort study. The study group consisted of 44 patients with ISSHL, and the control group consisted of 41 healthy volunteers without ear pathology. At the same time, patients in the study group were divided into three groups according to the response to ISSHL treatment (recovered, partially recovered, unrecovered). The relationship between the groups was statistically evaluated in terms of serum calprotectin levels.Results. The mean serum calprotectin value was 75.67±19.48 ng/mL in the study group and 50.24±29.14 ng/mL in the control group (<i>P</i>=0.001). Serum calprotectin value according to the severity of hearing loss in the mild, moderate and severe was 66.20±8.82, 70.35±16.77, and 91.23±19.73 ng/mL, respectively. Serum calprotectin value in the severe group was significantly higher compared to the moderate and mild groups (<i>P</i>=0.004, <i>P</i>=0.001, respectively). Serum calprotectin value according to the treatment response in the recovered, partially recovered and unrecovered groups was 63.36±11.54, 80.17±12.06, and 85.33±22.33 ng/mL, respectively. Serum calprotectin value in the recovered group was significantly lower compared to the partially recovered and unrecovered groups (<i>P</i>=0.002, <i>P</i>=0.001, respectively).Conclusion. Serum calprotectin value informs the clinician about both the severity of hearing loss and the response to treatment. Hence, serum calprotectin can be used as an important biomarker in ISSHL patients for the determination of the prognosis of disease.

scholarly journals SPOKEN AND WRITTEN REPRESENTATION OF NUMBER IN L2 CATALAN INDEFINITE DETERMINER PHRASES

2007 ◽  
Vol 21 (1) ◽  
pp. 321-350
Author(s):  
Liliana Tolchinski ◽  
Naymé Salas ◽  
Joan Perera
Keyword(s):  
Second Language ◽  
Literacy Instruction ◽  
First Language ◽  
Control Group ◽  
Similar Time ◽  
Language Background ◽  
Indefinite Article ◽  
L2 Learners ◽  
L1 Influence ◽  
The Relationship

The study explores the relationship that second language (L2) learners of Catalan establish between the spoken and the written representation of number inflection within an indefinite-article Determiner Phrase (DP); and it also addresses first language (L1) influence in this processo Five- to eight-year-olds, speakers of varieties of Chinese and Moroccan Arabic, with differing degrees of literacy instruction in their home countries —but similar time of residence in Catalonia— participated in the study. The children carried out individual semi-structured tasks designed to evaluate comprehension and production of changes in number inflections (un cotxe ‘a car’; uns cotxes ‘a-pl cars ’). Results showed that, irrespective of children’s language background, comprehension preceded production of singular and plural indefinite-article DPs; spoken representation was easier than written representation of number changes; and production of plural indefinite-article DPs was more difficult than its singular counterpart. Despite typological differences between the languages compared, both groups of L2 learners, even the Catalan control group, underwent similar processes.

An investigation into the relationship of foreign language learning motivation and sign language use among Deaf and hard of hearing Hungarians

2013 ◽  
Vol 51 (1) ◽  
pp. 1-22 ◽  
Author(s):  
Edit H. Kontra ◽  
Kata Csizér
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Sign Language ◽  
Hard Of Hearing ◽  
Language Use ◽  
Foreign Language Learning ◽  
Hearing Impaired ◽  
Learning Motivation ◽  
Language Learning Motivation ◽  
The Relationship

Abstract The aim of this study is to point out the relationship between foreign language learning motivation and sign language use among hearing impaired Hungarians. In the article we concentrate on two main issues: first, to what extent hearing impaired people are motivated to learn foreign languages in a European context; second, to what extent sign language use in the classroom as well as outside school shapes their level of motivation. The participants in our research were 331 Deaf and hard of hearing people from all over Hungary. The instrument of data collection was a standardized questionnaire. Our results support the notion that sign language use helps foreign language learning. Based on the findings, we can conclude that there is indeed no justification for further neglecting the needs of Deaf and hard of hearing people as foreign language learners and that their claim for equal opportunities in language learning is substantiated.

Inventing Amplified Telephony: The Co-Creation of Aural Technology and Disability

2017 ◽  
Author(s):  
Coreen McGuire
Keyword(s):  
Twentieth Century ◽  
Hearing Loss ◽  
Hard Of Hearing ◽  
Social Contexts ◽  
Historical Understanding ◽  
Post Office ◽  
Personal Needs ◽  
New Perspective ◽  
The Uk ◽  
The Relationship

Amplified telephony was introduced to the UK by the General Post Office in an attempt to provide ‘hard of hearing’ individuals access to telephone communications during the inter-war years. In defining deafness as an inability to engage with telephony, the Post Office used this technology to construct new thresholds of hearing loss. Through exploring the development of amplified telephones for ‘deaf subscribers’ I show how telephony was used as a tool in the categorisation of disability and how, in turn, telephone users modified such technology to fit their personal needs and identities. A growing number of histories of disability examine the multiple ways in which social contexts shape disability and ability. This analysis provides a new perspective on the fluid, technology influenced definitions of hearing and deafness. By conceptualising the amplified telephone as a prosthetic, this analysis uncovers some of the ways in which hearing and deafness were socially and technologically constructed in interwar Britain. Study of early twentieth century telephony redefines the relationship between technology, communications, and disability, broadening our historical understanding of deafness in particular.

Reading comprehension gains in a differentiated reading intervention in Spanish based on the Simple View

2020 ◽  
pp. 026565902096798
Author(s):  
Gabriela Silva-Maceda ◽  
Blanca Flor Camarillo-Salazar
Keyword(s):  
Reading Comprehension ◽  
Listening Comprehension ◽  
Intervention Group ◽  
Group Versus ◽  
Control Group ◽  
Simple View ◽  
Comprehension Skill ◽  
School Year ◽  
Mixed Analysis ◽  
Post Test

This experimental study aimed to influence reading comprehension skills through the development of one or both components of the Simple View of Reading (decoding and listening comprehension), by using a differentiated instruction approach. Reading comprehension skill gains were compared in an intervention group versus a control, after the delivery of a program designed to target one or both of such components. Fifty-four children from two 1st grade classrooms in a public school in Mexico were screened for difficulties in decoding and listening comprehension at the end of the school year. At the beginning of 2nd grade, 27 students identified with difficulties were randomly assigned to either an intervention ( n = 14) or a control group ( n = 13). Students selected for the targeted intervention attended the sessions aimed at their specific needs: five students with poor decoding only received the Phonological and Orthographic Awareness sessions of the intervention (9 sessions); seven students with poor listening comprehension only attended the Oral Vocabulary sessions (5 sessions); two students with mixed difficulties attended the full program (14 sessions). A 2 × 2 mixed analysis of variance showed that the interaction between the Time and Group variables had a significant effect, i.e. students in the intervention group had significantly higher scores in the post-test evaluation with respect to their baseline and compared to the growth observed in the control group. Results are discussed concerning their implications for teaching practices and for the use of strategies that target reading specific difficulties in students using both oral and written language.

Deafness and Psychiatric Illness

1976 ◽  
Vol 129 (3) ◽  
pp. 216-226 ◽  
Author(s):  
A. F. Cooper
Keyword(s):  
Hearing Loss ◽  
Hard Of Hearing ◽  
Psychiatric Illness ◽  
Age Of Onset ◽  
Normal Population ◽  
Sensory Deprivation ◽  
Later Life ◽  
Social Consequences ◽  
Review Of The Literature ◽  
The Relationship

SummaryReview of the literature concerning the relationship between deafness and psychiatric disorder reveals differences in the pattern of illness depending on the severity of deafness and the age of onset. In particular, the prevalence of schizophrenia in the prelingually deaf is similar to that found in the normal population, whereas the hard of hearing are over-represented among samples of patients suffering from paranoid psychoses in later life.Possible modes of action of long-standing hearing loss in the aetiology of paranoid illnesses are considered: the psychological and social consequences of deafness, the possible contribution of sensory deprivation phenomena, and the interference of hearing loss in attention, perception and communication. Finally, possible future lines of research are suggested.

scholarly journals Mother Tongue as an Asset in Developing l2 Reading Comprehension Skill Among Iranian EFL Learners

2018 ◽  
Vol 6 (1) ◽  
pp. 44
Author(s):  
Farzaneh Iranmanesh ◽  
Mohammad Golshan
Keyword(s):  
Reading Comprehension ◽  
Mother Tongue ◽  
Language Teachers ◽  
Early Years ◽  
Control Group ◽  
L2 Reading ◽  
Efl Learners ◽  
Comprehension Skill ◽  
Motivation And Confidence ◽  
L2 Reading Comprehension

This study attempted to explore the effect of teachers switching to l1 on developing l2 reading comprehension among learners and to justify the assumption that their switching to l1 can be purposeful, following pedagogical goals. To this respect two groups of students majoring at English teaching were selected from intact classes ,one as the control group, the other as the experimental receiving l2-only and l2 plus l1switching instruction respectively for their reading comprehension course with the same teacher under equal condition (highly attempted).The result showed that non/low proficient l2 readers who rely more on translation in the process of comprehending English texts made more advantage of the teacher’s implementing strategy and developed more than other participants. That is; apart from various reading strategies utilized by EFl learners, teachers’ code switching as a compensation strategy to clarify the complex unknown (assumed for the learners) syntactic/semantic structures plays a prominent role in facilitating the struggling task of comprehension among learners. It also justified the premise that insisting on l2-only instruction in reading comprehension is not facilitating but frustrating and time consuming. However, systematic switching to l1 can be developmental and timesaving through making positive effect on comprehension, motivation and confidence. Hence this study can provide language teachers with pedagogical implications for non-proficient l2 readers particularly at the early years of learning process.

scholarly journals READING NARRATIVE BY SEMANTIC MAPPING: A STRATEGY TO ENHANCE STUDENTS’ COMPREHENSION

2019 ◽  
Vol 4 (2) ◽  
pp. 171
Author(s):  
Durratul Hikmah ◽  
Mohammad Sofyan Adi Pranata
Keyword(s):  
Reading Comprehension ◽  
Experimental Design ◽  
Narrative Text ◽  
Semantic Mapping ◽  
Control Group ◽  
Comprehension Skill ◽  
Mapping Strategy ◽  
Before And After ◽  
Post Test ◽  
Quasi Experimental

This study attempted to investigate the effectiveness of using semantic mapping strategy for improving students’ reading comprehension skill on narrative text. This study employed a quasi-experimental design by dividing the research group into control and experimental group. In this study, a pre-test and post-test experimental design with control group was used. The instruments used to collect the data were reading comprehension tests before and after the treatment.  The study was conducted at grade VIII of SMP Nurul Jadid Probolinggo at which the students were identified as having problem in comprehending English narrative text. The finding showed that semantic mapping strategy can improve students’ comprehension on reading narrative text.

scholarly journals Bariery i przykłady wsparcia w procesie edukacji w środowisku osób z wadami słuchu

1970 ◽  
pp. 247-261
Author(s):  
Beata Iwanicka
Keyword(s):  
Hearing Loss ◽  
Sign Language ◽  
Hearing Impairment ◽  
Hard Of Hearing ◽  
First Language ◽  
Hearing Impaired ◽  
Teaching Staff ◽  
Academic Texts ◽  
Education Levels ◽  
Limited Opportunity

The article presents the problems of deaf and hard of hearing people in education. This topic is widely analyzed. The text describes the difficulties experienced by students at school, at various stages of learning, and the barriers experienced by deaf and hard of hearing students at higher education levels. In general, the hearing deficit entails various communication complications. The person with hearing impairment has a limited opportunity to have different experiences and what is most important in the text – hearing loss or deafness often makes it impossible to gain an optimal education. There are different methods of educating people from the non-hearing environment, depending on the degree of hearing impairment. Hearing impaired student often has difficulty understanding Polish, as it is not always their first language (their first language may be the Polish sign language). Hearing impaired students sometimes don’t understand academic texts because they have weaker poorer vocabulary due to their communication dysfunction. Another issue is the social isolation of many people with hearing impairments which often have a dilemma which environment to integrate with – with hearing or hearing impaired? Teaching staff approaches such people in different ways. Stereotypes do not help in educational progress (for example, the assumption that such students communicate only in sign language). It is important to be aware of the types of hearing loss and the different types of hearing (each hearing impaired hears differently and needs an individual approach). Finally, the article discusses the issue of education of people with hearing impairment from the category of “space”. Through “space” you can understand here the environment (school space, classes and associated architectural-acoustic barriers) as well as the language of the Deaf. The sign language is specifically designed for living space (some of the signatures must be shown in the specified movement and direction, depending on the intention of the sender).

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