Development of text structure knowledge as assessed by spoken and signed retellings of a deaf second-grade student.
Encouraged by research documenting improved reading comprehension when the components of text structure are realized by students who are deaf or hard of hearing (e.g., Kluwin & Papalia, 1989; Schirmer & Bond, 1990), the researchers analyzed 28 texts retold by the same second-grade deaf child. Methodology provided for analysis of transcripts of the child's weekly text retellings across a Baseline Phase, Intervention Phase 1, and Intervention Phase 2 of data collection. Initially, stimulus for the retellings was provided by narrative and expository text in a second-grade basal reader adopted by the school and used by staff in the child's deaf education program, in keeping with the district's inclusion philosophy. During Intervention Phase 2, instructional-level stories were added and analyzed. Quality of adult mediation was manipulated during intervention. Improvements in the child's ability to include specific elements of text structure were documented over 9 months. A 12-month increase in reading ability and improved narrative ability (evidenced by school district curriculum-based assessment) were also documented.
Luetke-Stahlman
B
B
University of Kansas Medical Center, Kansas City, USA.
Griffiths
C
C
Montgomery
N
N
D002648:Child; D003071:Cognition; D003638:Deafness; D005260:Female; D006801:Humans; D011932:Reading; D012813:Sign Language; D014705:Verbal Behavior