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Journal of Deaf Studies and Deaf Education Advance Access originally published online on September 21, 2007
The Journal of Deaf Studies and Deaf Education 2008 13(2):175-192; doi:10.1093/deafed/enm050
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© The Author 2007. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oxfordjournals.org

Mode of Acquisition as a Factor in Deaf Children's Reading Comprehension

Loes N. Wauters, Agnes E. J. M. Tellings and Wim H. J. van Bon

Radboud University Nijmegen Behavioural Science Institute

Willem M. Mak

Utrecht University Institute of Linguistics


  Abstract

This article examines the role of mode of acquisition (MoA) of word meanings in reading comprehension: children acquire word meanings using perceptual information (e.g., hearing, seeing, or smelling the referent) and/or linguistic information (e.g., verbal explanations). A total of 72 deaf and 99 hearing children between 7 and 15 years of age performed a self-paced reading task. Comprehension scores increased with age in both groups, but reading speed increased over age only for the hearing participants. For both groups, reading times on linguistically acquired words were longer than on perceptually acquired words. Although deaf children scored lower than hearing children in both conditions, comprehension scores for both groups were lower on linguistic items than on perceptual items. Thus, MoA influences reading comprehension, but the deaf show difficulty on both the perceptual and the linguistic items.

Correspondence should be sent to Loes N. Wauters, Department of Special Education, Radboud University Nijmegen, P.O. Box 9104, 6500 HE Nijmegen, The Netherlands (e-mail: l.wauters{at}pwo.ru.nl).

Received December 4, 2006; revised July 26, 2007; accepted August 6, 2007


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