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Original scientific paper

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

Fulltext: croatian, pdf (390 KB) pages 10-18 downloads: 876* cite
APA 6th Edition
Hrastinski, I., Pribanić, Lj. & Degač, J. (2014). Razumijevanje pročitanog u učenika s oštećenjem sluha. Logopedija, 4 (1), 10-18. Retrieved from
MLA 8th Edition
Hrastinski, Iva, et al. "Razumijevanje pročitanog u učenika s oštećenjem sluha." Logopedija, vol. 4, no. 1, 2014, pp. 10-18. Accessed 19 Oct. 2019.
Chicago 17th Edition
Hrastinski, Iva, Ljubica Pribanić and Jelena Degač. "Razumijevanje pročitanog u učenika s oštećenjem sluha." Logopedija 4, no. 1 (2014): 10-18.
Hrastinski, I., Pribanić, Lj., and Degač, J. (2014). 'Razumijevanje pročitanog u učenika s oštećenjem sluha', Logopedija, 4(1), pp. 10-18. Available at: (Accessed 19 October 2019)
Hrastinski I, Pribanić Lj, Degač J. Razumijevanje pročitanog u učenika s oštećenjem sluha. Logopedija [Internet]. 2014 [cited 2019 October 19];4(1):10-18. Available from:
I. Hrastinski, Lj. Pribanić and J. Degač, "Razumijevanje pročitanog u učenika s oštećenjem sluha", Logopedija, vol.4, no. 1, pp. 10-18, 2014. [Online]. Available: [Accessed: 19 October 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.

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

Hrčak ID: 131471



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