The Influence of Processing Basic Levels in Reading Comprehension of Deaf Students

Authors

  • Francisco Carrero Barril Universidad de Málaga

DOI:

https://doi.org/10.37467/gka-revedu.v1.619

Keywords:

Reading Comprehension, Strategies and Socioeconomic Status

Abstract

In the present paper, it is pretended to explain the role of basic levels in the processing of reading into the global comprehension when deaf students cope with writing texts. Deaf students have severe deficits in general language knowledge which involves deficits in syntactic and semantic abilities. And so they have several difficulties in reading and writing. Otherwise, deaf students have specific limitations in the processing of writing texts (Marschark, 2008). In the current review, the goal is to approach the specific difficulties in reading comprehension in the basis of processing: phonological awareness, lexical access and vocabulary knowledge. First, we will establish how phonological coding and reading efficiency are related. In the second hand, we asked if the limited lexical access influence final comprehension. Finally, it is noted that deaf students have a restricted vocabulary that affect their own ability to extract the global meaning of reading.

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References

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Published

05-05-2013

How to Cite

Carrero Barril, F. (2013). The Influence of Processing Basic Levels in Reading Comprehension of Deaf Students. EDU REVIEW. International Education and Learning Review Revista Internacional De Educación Y Aprendizaje, 1(1). https://doi.org/10.37467/gka-revedu.v1.619

Issue

Vol. 1 No. 1 (2013)

Section

Research articles

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