RT Journal Article
T1 Comprehension of texts by deaf elementary school students: the role of grammatical understanding.
A1 Barajas-Esteban, María Carmen
A1 González-Cuenca, Antonia Mercedes
A1 Carrero-Barril, Francisco Jesús
K1 Niños sordos - Educación
K1 Comprensión lectora - Dificultades
K1 Gramática - Estudio y enseñanza
AB Background: The aim of this study was to analyze how the reading process of deaf Spanishelementary school students is affected both by those components that explain readingcomprehension according to the Simple View of Reading model: decoding and linguisticcomprehension (both lexical and grammatical) and by other variables that are external tothe reading process: the type of assistive technology used, the age at which it is implantedor fitted, the participant’s socioeconomic status and school stage.Design: Forty-seven students aged between 6 and 13 years participated in the study; allpresented with profound or severe prelingual bilateral deafness, and all used digital hearingaids or cochlear implants. Students’ text comprehension skills, decoding skills and oralcomprehension skills (both lexical and grammatical) were evaluated.Results: Logistic regression analysis indicated that neither the type of assistive technology,age at time of fitting or activation, socioeconomic status, nor school stage could predict thepresence or absence of difficulties in text comprehension. Furthermore, logistic regressionanalysis indicated that neither decoding skills, nor lexical age could predict competency intext comprehension; however, grammatical age could explain 41% of the variance. Probingdeeper into the effect of grammatical understanding, logistic regression analysis indicatedthat a participant’s understanding of reversible passive object-verb-subject sentences andreversible predicative subject-verb-object sentences accounted for 38% of the variance intext comprehension.Conclusions: Based on these results, we suggest that it might be beneficial to devise andevaluate interventions that focus specifically on grammatical comprehension
PB Elsevier
YR 2016
FD 2016-08-01
LK https://hdl.handle.net/10630/39266
UL https://hdl.handle.net/10630/39266
LA eng
NO Barajas, C., González-Cuenca, A. & Carrero, F. (2016). Comprehension of texts by deaf elementary school students: The role of grammatical understanding. Research in Developmental Disabilities,59,8-23.
NO Política de acceso abierto tomada de: https://openpolicyfinder.jisc.ac.uk/id/publication/16082
DS RIUMA. Repositorio Institucional de la Universidad de Málaga
RD 20 ene 2026