Reading comprehension: a comparison of typically hearing and deaf or hard-of-hearing children

Sullivan, Susan, Oakhill, Jane, Arfè, Barbara and Gómez-Merino, Nadina (2020) Reading comprehension: a comparison of typically hearing and deaf or hard-of-hearing children. In: Easterbrooks, Susan R and Dostal, Hannah M (eds.) Oxford Handbook of Deaf Studies in Literacy. Oxford University Press, Oxford. ISBN 9780197508268

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Much has been written about the components that contribute to reading success, such as vocabulary knowledge, phonological awareness, orthographic knowledge, syntax, and inference and integration skills. But much less is known about how these skills contribute to reading comprehension in learners who are deaf or hard of hearing (DHH). With the spread of universal hearing screening of newborns, and the new generation of technologies in hearing compensation (i.e., digital hearing aids and cochlear implants [CIs]), the prospects for children with hearing loss with regard to successful reading comprehension should be substantially improved. However, despite these developments, reading and writing often remain a challenge for DHH children. The chapter begins with a summary of the skills required for successful comprehension in typically hearing readers, and then considers what we know about reading comprehension in DHH children. It concludes with a discussion of where researchers should be focusing their future investigations in order to serve educators and learners most effectively.

Item Type: Book Section
Keywords: reading comprehension, reading achievement, literacy acquisition, DHH, deafness
Schools and Departments: School of Psychology > Psychology
Depositing User: Susan Sullivan
Date Deposited: 11 Sep 2019 14:26
Last Modified: 06 Aug 2020 12:54

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