Persistent Link:
http://hdl.handle.net/10150/289059
Title:
Building bridges: Case studies in literacy and deafness
Author:
Bowen, Sandra Kay
Issue Date:
1999
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
Reading is an area that has concerned educators who work with students who are deaf or hard of hearing for many years. Studies from the 1960s to the present have concluded that students who are deaf read at lower levels than their hearing counterparts. The purpose of this study is to investigate the reading strategies used by students who are deaf, as they comprehend the written text. This study focuses on the strengths of individual students who are deaf, as they realize their potential as efficient readers and writers of a language they cannot hear. Qualitative case study research design initiated and guided this investigation. Through observations, interviews, and miscue analysis, I investigated two students' reading strategies. I was interested in the students' perspectives of their reading strategies, reading strengths, and thoughts about the reading process. Using constant comparative method of reading, organizing, and coding the data, an understanding of the students' reading strategies developed. A significant implication from this study is that students who are deaf use similar reading strategies as students with normal hearing in each of the three reading comprehension categories, predicting, sampling, and confirming. However, findings also and translation of the text from English to ASL, to assist their comprehension. Further research into each of these areas is warranted.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Education, Special.; Education, Reading.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Language, Reading and Culture
Degree Grantor:
University of Arizona
Advisor:
Anders, Patty; Antia, Shirin

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleBuilding bridges: Case studies in literacy and deafnessen_US
dc.creatorBowen, Sandra Kayen_US
dc.contributor.authorBowen, Sandra Kayen_US
dc.date.issued1999en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractReading is an area that has concerned educators who work with students who are deaf or hard of hearing for many years. Studies from the 1960s to the present have concluded that students who are deaf read at lower levels than their hearing counterparts. The purpose of this study is to investigate the reading strategies used by students who are deaf, as they comprehend the written text. This study focuses on the strengths of individual students who are deaf, as they realize their potential as efficient readers and writers of a language they cannot hear. Qualitative case study research design initiated and guided this investigation. Through observations, interviews, and miscue analysis, I investigated two students' reading strategies. I was interested in the students' perspectives of their reading strategies, reading strengths, and thoughts about the reading process. Using constant comparative method of reading, organizing, and coding the data, an understanding of the students' reading strategies developed. A significant implication from this study is that students who are deaf use similar reading strategies as students with normal hearing in each of the three reading comprehension categories, predicting, sampling, and confirming. However, findings also and translation of the text from English to ASL, to assist their comprehension. Further research into each of these areas is warranted.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectEducation, Special.en_US
dc.subjectEducation, Reading.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineLanguage, Reading and Cultureen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorAnders, Pattyen_US
dc.contributor.advisorAntia, Shirinen_US
dc.identifier.proquest9957981en_US
dc.identifier.bibrecord.b40149675en_US
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