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Journal of Deaf Studies and Deaf Education 1:4 1996
© 1996 Oxford University Press

Cognitive Processes of Deaf and Hearing Skilled and Less Skilled Readers

Paula M. Brown and Laurie C. Brewer

National Technical Institute for the Deaf, Rochester Institute of Technology

This study was designed to investigate whether inferences about predictable events are drawn in a similar manner by deaf and hearing readers and whether the drawing of inferences varies as a function of reading level. One hundred twenty college students participated, 40 hearing and 80 deaf. The hearing students and 40 of the deaf students scored above 10.0 on the California Reading Test. The other 40 deaf students scored between 6.5 and 7.5. Each subject read 40 passages representing four inference conditions. After each, they performed a lexical decision task and a comprehension task. Results indicated that passages that invited an inference provided a facilitative context for word recognition for all subjects. The deaf less skilled readers were significantly slower and made significantly more errors, supporting a difference in reading performance related to word recognition and lexical access inefficiency. Deaf skilled readers were not differentiated from hearing readers and showed evidence of rapid and accurate word decoding.

Correspondence should be sent to Paula Brown, Ph.D., Department of Speech and Language, National Technical Institute for the Deaf, 52 Lomb Memorial Drive, Rochester, NY 14623 (e-mail: PMBNCI{at}RIT.EDU).


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