title: Reading comprehension of deaf readers. The impact of too many or too few questions.
abstract: Reading comprehension need not be considered to be an elusive construct; for most readers, nonclinical reading problems can be viewed simply as a process influenced by readers' questions. Most reading comprehension difficulties of deaf readers can be addressed in a straightforward and effective manner once it has been determined whether the reader has too few or too many questions while reading. This article explains the relationship between the number and type of questions deaf readers have and their comprehension of the reading material. It also describes intervention strategies that can be used to improve comprehension. The article is intended for teachers and other professionals who work with deaf students, deaf adults who have reading problems, and parents who have a deaf child with a reading problem.
authors.affiliation: Department of Education, Gallaudet University, Washington, DC.
authors.forename: C J
authors.initials: CJ
authors.lastname: LaSasso
mesh_terms: D003638:Deafness; D005260:Female; D006801:Humans; D007802:Language; D007858:Learning; D008297:Male; D011932:Reading; D012660:Semantics; D014825:Vocabulary