This research studied deaf students' performance on memory span and component reading tasks that incorporated processes involved in higher level comprehension. The instruments developed in the study provide the basis for the measurement of functional working memory capacity, vocabulary knowledge, domain-relevant knowledge, and inference abilities. Multiple regression analysis was used to construct models that show the contributions of the independent assessments to reading comprehension ability. Overall results suggest that working memory operates as a general executive system, as indicated by significant correlations between subjects' performance on reading and nonreading tasks. Limitations in vocabulary knowledge continue to pose problems in reading for deaf individuals. General or procedural knowledge also plays a part in reading comprehension processes.
A computer-based science lesson was administered to 144 deaf college students grouped into low, middle, and high reading ability levels. Five instructional conditions were compared: (1) text only, (2) text and content movies, (3) text and sign movies, (4) text and adjunct questions, and (5) all of these together (full condition). The low reading level subjects in the adjunct question and full conditions demonstrated immediate, factual learning performance comparable to that of the high reading level subjects in the text-only condition. These and other results of this investigation suggest the compensatory potential of adjunct aids and associated mathemagenic activities to improve factual learning from instructional prose for low reading ability students.
The study investigated the expressed advice of parents, teachers, and Deaf community leaders regarding careers for deaf students in Sweden. The research was conducted: (a) in a country where consensus has been achieved on recognition and accommodation of the educational needs of deaf students; (b) in a city with a very high concentration of deaf individuals, a continuum of educational facilities, and support for deaf students ranging from preschool through college; and, (c) in a community with a strong and active deaf organization and parent organization. The authors found that, despite many advances in the country, communication in the language of the greater society is a potent factor in limiting occupational possibilities for the Deaf.
Summary. The influence of significant others upon the deaf child's formulation of his/her concept of deafness is profound. The articulation of the attitudes of such persons toward the types of employment deaf people can perform is, therefore, important. An attitude instrument and research methodology were developed, validated and implemented with parents, teachers, houseparents and teachers' aides at a school for the deaf in England. Attitudes pertaining to advising equally qualified deaf and hearing persons to train for 14 different occupations were assessed. There were no significant differences in the expressed attitudes of parents, teachers, teachers' aides and houseparents. There were significant differences in the expressed advice to hearing and deaf persons.
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