| Popis: |
The purpose of this intervention study was to test the use of a reading comprehension strategy with students who are deaf/hard of hearing (D/HH) in monitoring and resolving problems with comprehension. The strategy, named Comprehension Check and Repair (CC&R), was designed for D/HH students who struggle with comprehension, despite at least average grade level fluency skills. Sufficient research exists in mainstream reading instruction literature to suggest that instruction in metacognitive strategies might positively influence reading comprehension for D/HH students. The CC&R strategy incorporated the use of question-answer relationships and text connections; the instructional method incorporated the use of direct instruction, various levels of supported practice, and think-alouds. The effect of the intervention on the number of details D/HH students retold following oral reading was examined using a multiple baseline design. Frequency data were collected for behaviors that detracted from (i.e., non-strategic) and promoted (i.e., strategic) comprehension during and immediately following oral reading. Results showed (a) increases in strategic reading behavior for Students A, B, and C; (b) decreases in non-strategic reading behavior for Students A and B; and (c) increases in reading comprehension for Student A, and possibly for Student B. The study adds to the limited reading intervention research in education of D/HH students. Instruction in metacognitive strategies to increase strategy use during reading may be an effective means by which to increase reading comprehension for D/HH students. Teachers not only maintained use of the strategy with the students who participated in the study, but also introduced it to other students with whom they worked. Social validity data provided by the teachers and the students indicated high acceptability of the intervention. Limitations and implications for future research and practice are discussed. |
