[PS-2.14] Reading comprehension and metacognitive reading strategies used by deaf and hard of hearing students

Dluzniewska, A.

The Maria Grzegorzewska University Warszawa

The aim of this study was to explore reading comprehension and strategies of reading used by hearing-impaired students.
The research group consisted of fifty hearing-impaired students of a secondary school and fifty hearing students of secondary school.
Two tools were used for the study. Reading comprehension was measured by the tool developed by the author of this poster. This tool examine several different aspects of understanding text, such as: extracting main ideas, reading for specific information, predicting, inferring, dealing with unfamiliar words, linking ideas, understanding complex sentences, evaluating the text, reacting to the text. The second instrument used by the author was Metacognitive Awareness of Reading Strategies Inventory Mokhtari, K., Reichard, C. A. This test examine three kind of strategies used by students during reading.
The results show that both students: with hearing impairments, as well as the hearing students the highest mean score obtained in the subtest reading for specific information. Significant differences between students with hearing impaired and hearing students apply to all other aspects reading comprehension. Students with hearing impairments received significantly lower scores than their hearing peers. Students with hearing impairments received the highest average in the subtest Problem-Solving and the lowest in Support Reading Strategies.