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Predictors of reading comprehension ...

Cates, Deborah Michele.

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Predictors of reading comprehension skill in deaf and hearing bilingual readers.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Predictors of reading comprehension skill in deaf and hearing bilingual readers./
作者:	Cates, Deborah Michele.
面頁冊數:	134 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
Contained By:	Dissertation Abstracts International76-10A(E).
標題:	Linguistics. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3706567
ISBN:	9781321805710

Predictors of reading comprehension skill in deaf and hearing bilingual readers.
Cates, Deborah Michele.

Predictors of reading comprehension skill in deaf and hearing bilingual readers. - 134 p.

Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.

Thesis (Ph.D.)--University of California, Davis, 2015.

This item must not be sold to any third party vendors.

This dissertation explores reading comprehension in deaf and hearing readers. Specifically, it explores the influence of English language variables (vocabulary comprehension, word fluency, reading volume and phonological awareness), cognitive variables (verbal and non-verbal working memory, nonverbal intelligence, and executive function), and language experience (language acquisition, language modality, and orthographic experience) on reading comprehension in three populations: hearing English monolinguals, Chinese-English bilinguals, and deaf individuals. The current study addresses two questions: (1) how do English language and cognitive variables affect reading comprehension in hearing and deaf readers, and (2) how does language experience influence the factors that predict reading comprehension. The data show that the English language variables vocabulary comprehension and reading volume were strong predictors of reading comprehension for all three populations. The English language variable "phonological awareness" predicted reading comprehension for hearing monolinguals and deaf individuals who learned sign language later in life (late signers), but not for native signers or Chinese-English bilinguals. These results indicate that the contribution of phonological awareness to reading comprehension for a language with an alphabetic script may be less deterministic than typically assumed. Phonological awareness may vary as a function of early language experience and bilingualism. Taken together the results indicate the utility of considering deaf signers' reading achievement in the context of bilingualism.

ISBN: 9781321805710Subjects--Topical Terms:

524476
Linguistics.

Predictors of reading comprehension skill in deaf and hearing bilingual readers.
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520 $a This dissertation explores reading comprehension in deaf and hearing readers. Specifically, it explores the influence of English language variables (vocabulary comprehension, word fluency, reading volume and phonological awareness), cognitive variables (verbal and non-verbal working memory, nonverbal intelligence, and executive function), and language experience (language acquisition, language modality, and orthographic experience) on reading comprehension in three populations: hearing English monolinguals, Chinese-English bilinguals, and deaf individuals. The current study addresses two questions: (1) how do English language and cognitive variables affect reading comprehension in hearing and deaf readers, and (2) how does language experience influence the factors that predict reading comprehension. The data show that the English language variables vocabulary comprehension and reading volume were strong predictors of reading comprehension for all three populations. The English language variable "phonological awareness" predicted reading comprehension for hearing monolinguals and deaf individuals who learned sign language later in life (late signers), but not for native signers or Chinese-English bilinguals. These results indicate that the contribution of phonological awareness to reading comprehension for a language with an alphabetic script may be less deterministic than typically assumed. Phonological awareness may vary as a function of early language experience and bilingualism. Taken together the results indicate the utility of considering deaf signers' reading achievement in the context of bilingualism.
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