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dc.contributor.authorCarrero-Barril, Francisco Jesus 
dc.contributor.authorBarajas-Esteban, Maria Carmen 
dc.contributor.authorLinero-Zamorano, María José 
dc.contributor.authorQuintana, Inmaculada
dc.contributor.authorGonzález, Antonia
dc.contributor.authorLavigne-Cerván, Rocío 
dc.contributor.authorNavarta, Concepción
dc.date.accessioned2013-09-30T10:39:29Z
dc.date.available2013-09-30T10:39:29Z
dc.date.issued2013-09-30
dc.identifier.urihttp://hdl.handle.net/10630/5917
dc.description.abstractThe proposal of the current study is to analyze the relations between lexical and syntactic knowledge and the ability of deaf children to draw inferences from text reading. We selected a sample of 15 individuals with bilateral and pre-speech deafness, with losses of 70 dB or more in their better ear and with digital hearing aids and/or cochlear implant. All of them are in different levels of primary school. Each participant was evaluated with several standarized tests: PROLEC-R, PPVT-III and CEG.The findings showed differences in ability to draw inferences from texts. The grammatical comprehension competence is a better predictor of reading comprehension abilities than receptive vocabulary competence, in order to make inferences from written language, especially in expository texts.es_ES
dc.description.sponsorshipEDU2011-26268. Ministerio de Educación. P11-SEJ-07523. Junta de Andaluciaes_ES
dc.language.isoenges_ES
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectPsicología del aprendizajees_ES
dc.subjectConocimiento, Teoría deles_ES
dc.subjectAprendizajees_ES
dc.subjectLectura - Compresiónes_ES
dc.subject.otherDeafnesses_ES
dc.subject.otherLexicales_ES
dc.subject.otherSyntactic competencees_ES
dc.subject.otherInferenceses_ES
dc.subject.otherText comprehensiones_ES
dc.titleInferences skills development in reading comprehension of deaf children.A review of involved variables.es_ES
dc.typeinfo:eu-repo/semantics/otheres_ES
dc.centroFacultad de Psicologíaes_ES


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