"Deaf and Hard-of-Hearing Adolescents’ Recognition of Category Names"

Abstract

A series of studies by Li and his colleagues suggested that deaf and hard-of-hearing adolescents' recognition of category names can be influenced by the availability of processing time and by that of proper contextual information in cognitive tasks. Teachers should allow them to have a long processing time and/or provide as rich contextual information as possible when helping them to learn new words or requiring them to understand abstract words.