Reading skills of D/deaf students – native signers

Kotowicz, Justyna

doi:10.14746/ikps.2020.30.08

Cited by 3 publications

(2 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…ANCOVA was computed with hearing status (deaf, hearing) as between-participant factor and age as a covariate. Deaf children obtained lower scores than their hearing peers (F(1.37) = 56,427, p < .001, η2 = .604), and the age was a significant covariate (F(1.37) = 20,611, p < .001, η2 = .358) (Kotowicz, 2020).…”

Section: Methods Participantsmentioning

confidence: 96%

Executive Function in Deaf Native Signing Children

Kotowicz

Woll

Herman

2023

Journal of Deaf Studies and Deaf Education

View full text Add to dashboard Cite

The aim of this study is twofold: To examine if deafness is invariably associated with deficits in executive function (EF) and to investigate the relationship between sign language proficiency and EF in deaf children of deaf parents with early exposure to a sign language. It is also the first study of EF in children acquiring Polish Sign Language. Even though the mothers of the deaf children (N = 20) had lower levels of education compared with the mothers of a hearing control group, the children performed similarly to their hearing peers (N = 20) on a variety of EF task-based assessments. Only in the Go/No-go task were weaker inhibition skills observed in younger deaf children (6–9 years) compared with hearing peers, and this difference was not seen in older children (10–12 years). Hence, deafness does not necessarily impair EF; however, attentional and inhibition abilities may be acquired via a different route in deaf children. Sign language receptive skills predicted EF in deaf children. In conclusion, we highlight the importance of deaf parenting building the scaffolding for EF in deaf children.

show abstract

Section: Methods Participantsmentioning

confidence: 96%

Executive Function in Deaf Native Signing Children

Kotowicz

Woll

Herman

2023

Journal of Deaf Studies and Deaf Education

View full text Add to dashboard Cite

show abstract

“…The difference in reading skills between deaf and hard of hearing children has not diminished in the last three decades. Deaf students' low level of reading skills is associated with delays in their language (Kotowicz, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

Current Level of Urdu Reading Skills among Students with Deafness: Test-based Performance

Afzaal

2023

JDSS

View full text Add to dashboard Cite

It is most important to look at and highlight the existing reading skills of deaf and hard of hearing students during their academics because all of their learning is based on their reading ability and comprehension of any content depends on their reading skills. However, this research was conducted to examine the current Urdu reading abilities of deaf or hard of hearing students to assess their Urdu reading abilities. The literature reviewed covers this topic and also address the current situation of education of hearing impaired students in Pakistan. Based on the literature reviewed, the researchers developed an instrument (Urdu Reading Test) to assess Urdu reading comprehension of deaf or hard of hearing students. This instrument was validated from field experts and Cronbach's alpha was noted 0.93. The sample consisted of 100 students of 3rd grade which was taken from government special education institutions for which simple random sampling technique was used. Descriptive research design of quantitative research was used to conduct this study. Data was analyzed through SPSS and parametric statistics were used to compare the results on the basis of different variables. Recommendations were made according to research findings and conclusion of this study.

show abstract

Learning activities of students with hearing disabilities in the digital environment: features, problems and styles

Ponomarenko,

Krasavina,

Gareyev

et al. 2023

Informatika i obrazovanie

View full text Add to dashboard Cite

Due to the development of digitalization in education, it is important to study the potential of the digital environment in the training of students with hearing disabilities. The primary task is to study the features of learning activities of students with this pathology in interaction with the digital environment and the impact of active use of digital technologies on students’ cognitive sphere to optimize the conditions of digital learning and prevent its negative impact.The views on the properties of the human cognitive sphere developing in the conditions of deafness, including the peculiarities of working memory, have been analyzed. A brief review of research on the organization of e-learning for hearing impaired and deaf students of different countries during the pandemic period was carried out. Special attention is paid to the problems of transition to distance learning and the risks of cognitive performance in the digital environment for students with hearing loss.The results of the study of cognitive difficulties of students with hearing disabilities in the digital environment and their cognitive styles are presented. Based on the analysis of in-depth interviews data, motivational, cognitive, activity, organizational, and technical problems are formulated. Using the grounded theory method, three learning styles were identified: proactive, practical, and passive. Knowing the distinctive features of each style will allow creating of more personalized learning systems as part of the digitalization of inclusive education.

show abstract

Reading skills of D/deaf students – native signers

Cited by 3 publications

References 8 publications

Executive Function in Deaf Native Signing Children

Executive Function in Deaf Native Signing Children

Current Level of Urdu Reading Skills among Students with Deafness: Test-based Performance

Learning activities of students with hearing disabilities in the digital environment: features, problems and styles

Contact Info

Product

Resources

About