title: Deaf college students' reading comprehension and strategy use.
abstract: Two comprehension studies were conducted with 46 deaf college students. In the first, 20 deaf college students representing higher and lower reading-ability levels were tested for correctly stating the main idea of a passage, answering content questions, indicating their understanding of the words and phrases, and recognizing a topically incongruent sentence embedded in the passage. The results suggest that deaf students profess a better understanding of what they read than they are able to demonstrate. The students' inability to identify a topically incongruent sentence in the passage further suggests a need for them to more carefully and accurately evaluate their understanding of what they are reading. A second study investigated the effect of strategy review instruction on deaf college students' comprehension of short reading passages. Students reading at a higher level showed improved comprehension on the posttraining passage, but students reading at a lower level did not. Similarly, the control group of deaf students comparable to the higher-level readers did not show improved comprehension.
authors.affiliation: Department of Research, Center for Research, Teaching, and Learning, National Technical Institute for the Deaf (NTID), Rochester Institute of Technology, Rochester, NY, USA.
authors.forename: R R
authors.initials: RR
authors.lastname: Kelly
authors.forename: J A
authors.initials: JA
authors.lastname: Albertini
authors.forename: N B
authors.initials: NB
authors.lastname: Shannon
mesh_terms: D003071:Cognition; D003638:Deafness; D006801:Humans; D011932:Reading; D013334:Students; D014495:Universities