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Publication year
2008Source
Journal of Deaf Studies and Deaf Education, 13, 2, (2008), pp. 175-192ISSN
Publication type
Article / Letter to editor

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Organization
SW OZ BSI OLO
SW OZ DCC BO
Journal title
Journal of Deaf Studies and Deaf Education
Volume
vol. 13
Issue
iss. 2
Page start
p. 175
Page end
p. 192
Subject
Learning and PlasticityAbstract
This article examines the role of mode of acquisition (MoA) of word meanings in reading comprehension: children acquire word meanings using perceptual information (e.g., hearing, seeing, or smelling the referent) and/or linguistic information (e.g., verbal explanations). A total of 72 deaf and 99 hearing children between 7 and 15 years of age performed a self-paced reading task. Comprehension scores increased with age in both groups, but reading speed increased over age only for the hearing participants. For both groups, reading times on linguistically acquired words were longer than on perceptually acquired words. Although deaf children scored lower than hearing children in both conditions, comprehension scores for both groups were lower on linguistic items than on perceptual items. Thus, MoA influences reading comprehension, but the deaf show difficulty on both the perceptual and the linguistic items.
This item appears in the following Collection(s)
- Academic publications [205116]
- Electronic publications [103350]
- Faculty of Social Sciences [27396]
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