Discusses the use of dialog journals (where students write down their thoughts and questions and give the journals to their teacher for response) to help college-level deaf students master the skills necessary to read advanced textbooks written in English. The journals enable a teacher to ascertain a student's weaknesses and strengths. (SED)

Fifty-one deaf students (18- to 25-years-old) significantly increased their reading comprehension skills after learning a "netowrking" strategy which focused on identifying the conceptual ideas withing a text, specifying their relative importance, and diagraming the textual information. (Author/CL)

Despite the fact that the culture seems to prize a "good listener," which is a compliment used in everything from a grade school report card to a description of an ideal marriage partner, listening actually is a less privileged interpretive trope than speaking, writing, or seeing. This paper, citing essays by Krista Ratcliffe and Nikki…

Evaluation of effects of real-time captions on working memory of college students with either deafness or normal hearing found that captioning of videotapes produced improved performance for both groups. There was a significant effect for hearing type (hearing students performed better than deaf students) and number of captioned lines (four lines…

Studies the comprehension processes of good and poor readers within a severe to profoundly deaf orally educated population. Supports a multiprocess model where an individual's knowledge both of text structures and of specific content areas play major roles. Shows that characteristics such as age and linguistic experience are important factors in…

Two studies examined the reading comprehension and strategy use of 46 deaf college students. Results indicated that students with higher reading ability improved comprehension as a result of strategy training but students with lower reading ability did not. Results also suggest that deaf students profess a better reading comprehension than they…

Thirty-three college students with deafness and 10 typical students were given 30 mathematics problems to solve, 15 that were word problems. As the complexity of the descriptive information in the word problems increased along with the complexity of the problem situations, the performance of students with deafness decreased. (Contains references.)…

Twenty college and 38 high school deaf students were studied in the hope of determining whether the deaf (who are, in a way, second language learners of English) will select referents differently as compared to hearing native English speakers. Seventy-three normal hearing students were used as the control group. Booklets were prepared containing…

Examination of the effect of a manual interference task on deaf and hearing college students' written free recall revealed that the task had a small adverse effect on deaf students' recall. Deaf students' reading levels were very strongly related to their level of word recall. (61 references) (Author/CB)

Analysis of deaf college students' (N=100) performance on the Degrees of Reading Power test (which assesses reading comprehension with use of a modified cloze procedure) revealed that postlingually deaf students scored higher than prelingually deaf students. Scores correlated with degree of hearing loss for prelingually deaf students and…

Studies the effects of sentence contexts on word-nonword decision latencies among deaf and hearing college students. (HOD)

The problems inherent in the use of norm-referenced achievement tests in evaluating reading comprehension may be alleviated through the use of a criterion-referenced, cloze type test. The Degrees of Reading Power (DRP) Test, published by the College Entrance Examination Board (1980), was designed to measure students' ability to understand English…

The paper focuses on networking, a process of identifying and understanding the relationships among concepts in prose passage, as a learning strategy for deaf college students. It is explained that students using the technique perform three basic overlapping processes, one of which, identification and understanding of concept relationships, is the…

This study examined characteristics of multiple-choice reading comprehension tasks suspected of influencing their difficulty, through administration of the California Achievement Tests to 158 deaf college students. Problem components evaluated included manifest content, psychologically salient features, and processing demands. Variation in item…

The five bibliographies included here were selected from those of a graduate-level class in methodology for teaching English to speakers of other languages (TESOL). They were selected based on the quality of research and writing, interest the topic might have for other English-as-a-second-language teachers, and student permission. They include:…