Reading Vocabulary Knowledge and Deafness

Abstract

With respect to reading vocabulary knowledge and deafness, this article addresses two broad questions: (1) Why is vocabulary knowledge related to reading comprehension ability? (2) How is reading vocabulary (i.e., word meanings) acquired? The article argues that the answers to these questions are best addressed by a vocabulary acquisition model labeled the knowledge model. In essence, this model asserts that both breadth and depth of vocabulary knowledge are critical. It is necessary to teach vocabulary, especially to poor readers, who are not likely to derive many word meanings from the use of context during natural or deliberate reading situations. On the basis of theoretical and research syntheses, the article offers implications for vocabulary instruction for deaf children and adolescents.

Vocabulary developing strategies applied to individuals with hearing impairments

“…The first, because vocabulary development requires a long period of time, and hearing impaired individuals have difficulties learning vocabulary (Luckner and Cooke, 2010;Paul, 1996;Paul, 2001). Another reason for the length of time taken is the nature of effective vocabulary instruction (Bauman and Kameenui, 2004;Stahl and Nagy, 2006).…”

“…However, more activities, repetition and revision strategies should be conducted and employed along with the combined usage of direct and indirect vocabulary instruction strategies (Karasu and Girgin, 2007;Luckner and Cooke, 2010;Paul, 1996;Schirmer and McGough, 2005). Nevertheless, individuals with hearing impairments acquire only a small amount of the vocabulary knowledge when indirect instruction strategies are used (Beck et al, 1983;Paul, 2001).…”

“…The period of the research was extended on account of the fact that vocabulary develops further when sufficient time is provided through studies conducted on an active basis in different contexts (Nagy, 1988;Palicastro, 2015;Paul, 1996). It was decided to continue the process on the internet, as the period after the application process coincided with the summer holiday.…”

“…It is thought that these applications are helpful for the students in using vocabulary development strategies, and contribute to their vocabulary development (Bennet et al, 2014;Strassman et al, 1987;Paul, 1996;Schirmer, 2000;Taylor et al, 2009;Trussell and Easterbrooks, 2016).…”

Étude des processus d’intégration chez le lecteur sourd et chez le lecteur entendant

“…La pertinence de cette question repose sur une série d'études qui montrent que les lecteurs sourds présentent certains déficits au niveau du vocabulaire et ont de la difficulté à accéder au sens des mots (Moores, Kluwin et coll. 1987, Paul 1996. Or, si les processus locaux activés lors de l'identification visuelle des mots et de l'accès au lexique mental accaparent davantage la mémoire de travail chez les lecteurs sourds, on doit s'attendre à ce que cette particularité ait des incidences sur leur capacité de faire la synthèse des informations phrastiques comparativement aux lecteurs entendants.…”