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Journal of Deaf Studies and Deaf Education 8:2 2003
© 2003 Oxford University Press

Empirical Article

Deaf College Students' Comprehension of Relational Language in Arithmetic Compare Problems

Ronald R. Kelly, Harry G. Lang, Keith Mousley and Stacey M. Davis

National Technical Institute for the Deaf, Rochester Institute of Technology

In this study of deaf college students' performance solving compare word problems, relational statements were either consistent or inconsistent with the arithmetic operation required for the solutions. The results support the consistency hypothesis Lewis and Mayer (1987) proposed based on research with hearing students. That is, deaf students were more likely to miscomprehend a relational statement and commit a reversal error when the required arithmetic operation was inconsistent with the statement's relational term (e.g., having to add when the relational term was less than). Also, the reversal error effect with inconsistent word problems was magnified when the relational statement was a marked term (e.g., a negative adjective such as less than) rather than an unmarked term (e.g., a positive adjective such as more than). Reading ability levels of deaf students influenced their performance in a number of ways. As predicted, there was a decrease in goal-monitoring errors, multiple errors, and the number of problems left blank as the reading levels of students increased. Contrary to expectations, higher reading skills did not affect the frequency of reversal errors.

Correspondence should be sent to Ronald R. Kelly, Department of Research, Center for Research, Teaching, & Learning, National Technical Institute for the Deaf, Rochester Institute of Technology, 96 Lomb Memorial Drive, Rochester, NY 14623-5604 (e-mail: rrkncp{at}rit.edu

Received February 15, 2002; revised May 7, 2002; accepted May 15, 2002


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