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Fifteen students read expository texts and filled in deleted words and phrases. The five deaf high school youths reported using similar strategies as hearing elementary school youths and hearing reading-disabled high school youths, but deaf readers more often relied on rereading and background knowledge, whereas hearing readers more often used context clues. (Author/JDD)

Strategy Usage Among Deaf and Hearing Readers Fluent readers use metacognitive strategies while reading. These strategies are often referred to as comprehension monitoring strategies (Baker & Brown, 1984). Metacognition, in [...]

The reciprocal teaching procedure, which involves interactive dialogue and teacher modeling, was used to teach prereading skills (finger spelling, book reading, story retelling, and word recognition) to 23 prelingually deaf kindergarten and first-grade students. Pre-post test analyses showed that gains were made in letter, word, and story knowledge. (Author/JDD)

Deaf Children's Acquisition of Prereading Skills Using the Reciprocal Teaching Procedure Longitudinal research shows that children need to learn prereading skills or concepts about letters, words, and stories before they [...]