The Influence of Processing Basic Levels in Reading Comprehension of Deaf Students
DOI:
https://doi.org/10.37467/gka-revedu.v1.619Keywords:
Reading Comprehension, Strategies and Socioeconomic StatusAbstract
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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