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Logopedija, Vol. 4 No. 1, 2014.

Izvorni znanstveni članak

Reading comprehension in students with hearing loss

Iva Hrastinski   ORCID icon ; Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Odsjek za oštećenja sluha
Ljubica Pribanić ; Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Odsjek za oštećenja sluha
Jelena Degač ; Udruga za osobe s invaliditetom Ludbreško sunce, Ludbreg

Puni tekst: hrvatski, pdf (390 KB) str. 10-18 preuzimanja: 789* citiraj
APA 6th Edition
Hrastinski, I., Pribanić, Lj. i Degač, J. (2014). Razumijevanje pročitanog u učenika s oštećenjem sluha. Logopedija, 4 (1), 10-18. Preuzeto s
MLA 8th Edition
Hrastinski, Iva, et al. "Razumijevanje pročitanog u učenika s oštećenjem sluha." Logopedija, vol. 4, br. 1, 2014, str. 10-18. Citirano 18.02.2019.
Chicago 17th Edition
Hrastinski, Iva, Ljubica Pribanić i Jelena Degač. "Razumijevanje pročitanog u učenika s oštećenjem sluha." Logopedija 4, br. 1 (2014): 10-18.
Hrastinski, I., Pribanić, Lj., i Degač, J. (2014). 'Razumijevanje pročitanog u učenika s oštećenjem sluha', Logopedija, 4(1), str. 10-18. Preuzeto s: (Datum pristupa: 18.02.2019.)
Hrastinski I, Pribanić Lj, Degač J. Razumijevanje pročitanog u učenika s oštećenjem sluha. Logopedija [Internet]. 2014 [pristupljeno 18.02.2019.];4(1):10-18. Dostupno na:
I. Hrastinski, Lj. Pribanić i J. Degač, "Razumijevanje pročitanog u učenika s oštećenjem sluha", Logopedija, vol.4, br. 1, str. 10-18, 2014. [Online]. Dostupno na: [Citirano: 18.02.2019.]

Due to the fact that substantial hearing losses adversely affects spoken language development, students with such losses often struggle with reading skills. This study was aimed at assessing performance of 54 students on reading comprehension tasks and amount of time needed to complete them as well as determining any differences in performance on two types of reading comprehension tasks (literal and inferential) as a function of participants' age and educational placement. Despite very poor reading comprehension achievement of students with hearing loss, performance on literal types of questions was better compared to scores on inferential questions, suggesting inadequate higher reading comprehension skills and metacognitive reading strategies in this population. Although statistically significant age differences have not been determined, educational context has been found to be important. Students with hearing loss attending special schools for the deaf had significantly lower overall reading comprehension scores as well as poorer performance on both literal and inferential reading comprehension question categories compared to their peers attending mainstream schools, suggesting that special education context might not provide adequate support for higher literacy skills development in this population. Overall, reading comprehension skills of students with hearing loss are at a low level, especially in tasks requiring inferencing, indicating a need for explicit teaching of strategies that would support the development of reading comprehension skills in this population.

Ključne riječi
hearing loss; reading; reading comprehension; literal and inferencing questions

Hrčak ID: 131471



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