STRATEGY USAGE AMONG DEAF AND HEARING READERS

被引：45
|
作者：
ANDREWS, JF
MASON, JM
机构：
[1] UNIV ILLINOIS,DEPT EDUC PSYCHOL,URBANA,IL 61801
[2] UNIV ILLINOIS,DEPT CURRICULUM & INSTRUCT,URBANA,IL 61801
来源：
EXCEPTIONAL CHILDREN | 1991年 / 57卷 / 06期
关键词：
D O I：
10.1177/001440299105700607
中图分类号：
G76 [特殊教育];
学科分类号：
040109 ;
摘要：
High school youths who were prelingually and profoundly deaf hearing elementary-school-age youths, and hearing reading-disabled high school youths read expository texts and filled in deleted words and phrases. After making word replacements, they explained their decisions in sign or verbally. As expected, the hearing youths had an easier time filling in the deleted portions and explaining what strategies they were using. While the deaf youths reported using similar strategies as the hearing youths, the frequency of each type of strategy differed. Deaf readers more often relied on rereading and background knowledge, while the hearing readers made greater use of context clues. The results suggest that instruction for deaf readers should include more effective comprehension strategies. © 1991, Council for Exceptional Children. All rights reserved.
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页码：536 / 545
页数：10
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