774
Views
1
CrossRef citations to date
0
Altmetric
Articles

Comprehension monitoring strategy intervention in children with hearing loss: a single case design study

&
Pages 3-22 | Received 08 Sep 2017, Accepted 24 Jan 2018, Published online: 05 Mar 2018

References

  • Akamatsu, C. T. (1988). Summarizing stories: The role of instruction in text structure in learning to write. American Annals of the Deaf, 133(4), 294–302. doi: 10.1353/aad.2012.0641
  • Al-Hilawani, Y. A. (2003). Clinical examination of three methods of teaching reading comprehension to deaf and hard-of-hearing students: From research to classroom applications. Journal of Deaf Studies and Deaf Education, 8(2), 146–156. doi: 10.1093/deafed/eng001
  • Banner, A., & Wang, Y. (2011). An analysis of the reading strategies used by adult and student deaf readers. Journal of Deaf Studies and Deaf Education, 16(1), 2–23. doi: 10.1093/deafed/enq027
  • Benedict, K. M., Rivera, M. C., & Antia, S. D. (2015). Instruction in metacognitive strategies to increase deaf and hard-of-hearing students’ reading comprehension. Journal of Deaf Studies and Deaf Education, 20(1), 1–15. doi: 10.1093/deafed/enu026
  • Biancarosa, G., & Snow, C. (2004). Reading next -- A vision for action and research in middle and high school literacy: A report to Carnegie Corporation of New York. Alliance for Excellent Education. New York: Carnegie Corporation of New York.
  • Block, C. C., & Duffy, G. G. (2008). Research on teaching comprehension: Where we’ve been and where we’re going. Comprehension Instruction: Research-based Best Practices, 2, 19–37.
  • Borgna, G., Convertino, C., Marschark, M., Morrison, C., & Rizzolo, K. (2011). Enhancing deaf students’ learning from sign language and text: Metacognition, modality, and the effectiveness of content scaffolding. Journal of Deaf Studies and Deaf Education, 16(1), 79–100. doi: 10.1093/deafed/enq036
  • Connor, C. M., & Zwolan, T. A. (2004). Examining multiple sources of influence on the reading comprehension skills of children who use cochlear implants. Journal of Speech, Language and Hearing Research, 47(3), 509–526. doi: 10.1044/1092-4388(2004/040)
  • Cromley, J. G., & Azevedo, R. (2007). Testing and refining the direct and inferential mediation model of reading comprehension. Journal of Educational Psychology, 99(2), 311–325. doi: 10.1037/0022-0663.99.2.311
  • Edmonds, M. S., Vaughn, S., Wexler, J., Reutebuch, C., Cable, A., Tackett, K. K., & Schnakenberg, J. W. (2009). A synthesis of reading interventions and effects on reading comprehension outcomes for older struggling readers. Review of Educational Research, 79(1), 262–300. doi: 10.3102/0034654308325998
  • Gallego, C., Martín-Aragoneses, M. T., López-Higes, R., & Pisón, G. (2016). Semantic and syntactic reading comprehension strategies used by deaf children with early and late cochlear implantation. Research in Developmental Disabilities, 49–50, 153–170. doi: 10.1016/j.ridd.2015.11.020
  • Geers, A. E., & Hayes, H. (2011). Reading, writing, and phonological processing skills of adolescents with 10 or more years of cochlear implant experience. Ear and Hearing, 32(1), 49S–59S. doi: 10.1097/AUD.0b013e3181fa41fa
  • Gersten, R., Fuchs, L. S., Williams, J. P., & Baker, S. (2001). Teaching reading comprehension strategies to students with learning disabilities: A review of research. Review of Educational Research, 71(2), 279–320. doi: 10.3102/00346543071002279
  • Gough, P., & Tunmer, W. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7, 6–10. doi: 10.1177/074193258600700104
  • Harris, M., Terlektsi, E., & Kyle, F. E. (2017). Literacy outcomes for primary school children who are deaf and hard of hearing: A cohort comparison study. Journal of Speech, Language, and Hearing Research, 60(3), 701–711. doi: 10.1044/2016_JSLHR-H-15-0403
  • Jitendra, A. K., Kay Hoppes, M., & Xin, Y. P. (2000). Enhancing main idea comprehension for students with learning problems: The role of a summarization strategy and self-monitoring instruction. The Journal of Special Education, 34(3), 127–139. doi: 10.1177/002246690003400302
  • Kirsch, I. S., Jungeblut, A., Jenkins, L., & Kolstad, A. (2002). Adult literacy in America. Washington, DC: Education Information Branch Office of Educational Research and Improvement, U.S. Department of Education.
  • Kratochwill, T. R., Hitchcock, J., Homer, R. H., Levin, J. R., Odom, S. L., Rindskopf, D. M., & Shadish, W. R. (2010). Single case designs technical documentation [online]. Retrieved from https://ies.ed.gov/ncee/wwc/Document/229
  • Kyle, F. E., & Harris, M. (2011). Longitudinal patterns of emerging literacy in beginning deaf and hearing readers. Journal of Deaf Studies and Deaf Education, 16(3), 289–304. doi: 10.1093/deafed/enq069
  • Luckner, J. L., & Handley, C. M. (2008). A summary of the reading comprehension research undertaken with students who are deaf or hard of hearing. American Annals of the Deaf, 153(1), 6–36. doi: 10.1353/aad.0.0006
  • Marschark, M., Sapere, P., Convertino, C., Mayer, C., Wauters, L., & Sarchet, T. (2009). Are deaf students’ reading challenges really about reading? American Annals of the Deaf, 154(4), 357–370. doi: 10.1353/aad.0.0111
  • Mason, J. M., & Allen, J. B. (1986). A review of emergent literacy with implications for research and practice in reading. Review of Research in Education, 13, 3–47.
  • Mastropieri, M. A., Scruggs, T. E., Bakken, J. P., & Whedon, C. (1996). Reading comprehension: A synthesis of research in learning disabilities. In T. E. Scruggs & M. A. Mastropieri (Eds.), Advances in learning and behavioral disabilities: Intervention research (pp. 201–227). Oxford, UK: Elsevier.
  • Mastropieri, M. A., Scruggs, T. E., & Graetz, J. E. (2003). Reading comprehension instruction for secondary students: Challenges for struggling students and teachers. Learning Disability Quarterly, 26(2), 103–116. doi: 10.2307/1593593
  • Mayer, C., Watson, l., Archbold, S., Yen Ng, Z., & Mulla, I. (2016). Reading and writing skills of deaf pupils with cochlear implants. Deafness and Education International, 18, 71–86. doi: 10.1080/14643154.2016.1155346
  • Miller, P. (2005). Reading comprehension and its relation to the quality of functional hearing: Evidence from readers with different functional hearing abilities. American Annals of the Deaf, 150(3), 305–323. doi: 10.1353/aad.2005.0031
  • National Reading Panel. (2000). Report of the National Reading Panel: Reports of the subgroups (NIH Publication No. 00-4754). Washington, DC: U. S. Government Printing Office.
  • Nelson, N. W., & Crumpton, T. (2015). Reading, writing, and spoken language assessment profiles for students who are deaf and hard of hearing compared with students with language learning disabilities. Topics in Language Disorders, 35(2), 157–179. doi: 10.1097/TLD.0000000000000055
  • Qi, S., & Mitchell, R. E. (2012). Large-scale academic achievement testing of Deaf and Hard-of-Hearing students: Past, present, and future. Journal of Deaf Studies and Deaf Education, 17(1), 1–18. doi: 10.1093/deafed/enr028
  • Roberts, M. Y., Kaiser, A. P., Wolfe, C. E., Bryant, J. D., & Spidalieri, A. M. (2014). Effects of the teach-model-coach-review instructional approach on caregiver use of language support strategies and children’s expressive language skills. Journal of Speech, Language, and Hearing Research, 57(5), 1851–1869. doi: 10.1044/2014_JSLHR-L-13-0113
  • Scarborough, H. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy (pp. 97–110). New York: Guilford Press.
  • Schirmer, B. R., & McGough, S. M. (2005). Teaching reading to children who are deaf: Do the conclusions of the national reading panel apply? Review of Educational Research, 75(1), 83–117. doi: 10.3102/00346543075001083
  • Schirmer, B. R., Schaffer, L., Therrien, W. J., & Schirmer, T. N. (2016). Effect of the reread-adapt and answer-comprehend intervention on the reading achievement of middle and high school readers who are deaf. Reading Psychology, 37(4), 650–663. doi: 10.1080/02702711.2015.1105338
  • Swanson, H. L., & Sachse-Lee, C. (2000). A meta-analysis of single-subject-design intervention research for students with LD. Journal of Learning Disabilities, 33(2), 114–136. doi: 10.1177/002221940003300201
  • Talbott, E., Lloyd, J. W., & Tankersley, M. (1994). Effects of reading comprehension interventions for students with learning disabilities. Learning Disability Quarterly, 17(3), 223–232. doi: 10.2307/1511075
  • Texas Education Agency. (2017). State of Texas assessments of academic readiness resources. Austin, TX: Texas Education Agency (TEA). Retrieved from http://tea.texas.gov/student.assessment/staar/
  • Traxler, C. B. (2000). The Stanford Achievement Test, 9th Edition: National norming and performance standards for deaf and hard-of-hearing students. Journal of Deaf Studies and Deaf Education, 5(4), 337–348. doi: 10.1093/deafed/5.4.337
  • van der Kant, A., Vermeulen, A., De Raeve, L., & Schreuder, R. (2010). Reading comprehension of Flemish deaf children in Belgium: Sources of variability in reading comprehension after cochlear implantation. Deafness and Education International, 12(2), 77–98. doi: 10.1179/146431510X12626982043769
  • Vaughn, S., Wexler, J., Roberts, G., Barth, A. A., Cirino, P. T., Romain, M. A., … Denton, C. A. (2011). Effects of individualized and standardized interventions on middle school students with reading disabilities. Exceptional Children, 77, 391–407. doi: 10.1177/001440291107700401
  • Walker, L., Munro, J., & Rickards, F. W. (1998). Literal and inferential reading comprehension of students who are deaf or hard of hearing. Volta Review, 100(2), 87–103.
  • Wang, Y., Paul, P. V., Falk, J. L., Jahromi, L. B., & Ahn, S. (2017). Predictors of English reading comprehension for children who are d/deaf or hard of hearing. Journal of Developmental and Physical Disabilities, 29(1), 35–54. doi: 10.1007/s10882-016-9520-2
  • Woodcock, R. W. (2011). Woodcock reading mastery tests – III. Bloomington, MN: Pearson.
  • Woodcock, R. W., Mather, N., & McGrew, K. S. (2001). Woodcock-Johnson IV tests of achievement. Rolling Meadows, IL: Riverside.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.