TY - JOUR

T1 - A comparison of deaf and hearing children’s reading comprehension profiles

AU - Kyle, Fiona E.

AU - Cain, Kate

PY - 2015/4

Y1 - 2015/4

N2 - Purpose: Although deaf children typically exhibit severe delays in reading achievement, there is a paucity of research looking at their text level comprehension skills. We present a comparison of deaf and normally hearing readers’ profiles on a commonly used reading comprehension assessment: the Neale Analysis of Reading Ability (NARA-II). Methods: Comprehension questions were coded into three types: literal questions; local cohesion questions; and global coherence questions. Deaf children were matched to three groups of hearing children: chronological age matched controls, reading age matched controls; and a group of poor comprehenders. Results: Deaf children had significantly weaker reading comprehension skills than both chronological and reading-age matched controls but their skills were commensurate with poor comprehenders. All groups found it easier to make inferences to establish local cohesion than those required to establish global coherence. Discussion/conclusions: These results suggest that deaf children’s reading comprehension profiles are remarkably similar to those of poor comprehenders. These findings are discussed in light of the potential differences in underlying causes of reading difficulties in these two groups.

AB - Purpose: Although deaf children typically exhibit severe delays in reading achievement, there is a paucity of research looking at their text level comprehension skills. We present a comparison of deaf and normally hearing readers’ profiles on a commonly used reading comprehension assessment: the Neale Analysis of Reading Ability (NARA-II). Methods: Comprehension questions were coded into three types: literal questions; local cohesion questions; and global coherence questions. Deaf children were matched to three groups of hearing children: chronological age matched controls, reading age matched controls; and a group of poor comprehenders. Results: Deaf children had significantly weaker reading comprehension skills than both chronological and reading-age matched controls but their skills were commensurate with poor comprehenders. All groups found it easier to make inferences to establish local cohesion than those required to establish global coherence. Discussion/conclusions: These results suggest that deaf children’s reading comprehension profiles are remarkably similar to those of poor comprehenders. These findings are discussed in light of the potential differences in underlying causes of reading difficulties in these two groups.

U2 - 10.1097/TLD.0000000000000053

DO - 10.1097/TLD.0000000000000053

M3 - Journal article

VL - 35

SP - 144

EP - 156

JO - Topics in Language Disorders

JF - Topics in Language Disorders

SN - 0271-8294

IS - 2

ER -