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Journal of Deaf Studies and Deaf Education 1:1 1996
© 1996 Oxford University Press

Reading Vocabulary Knowledge and Deafness

Peter V. Paul

Ohio State University

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.

Correspondence should be sent to Peter V. Paul, Ohio State University, Department of Educational Services and Research, 356 Arps Hall, 1945 N. High Street, Columbus, OH 43210 (e-mail: ppaul{at}magnus.acs.ohio-state.edu).


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