Abstract

The purpose of this study was to determine if deaf college students used a primary recoding strategy during reading. Subjects were divided into two groups of 15. The first group scored 5-7.5 on the California Reading Test and the other group scored 10.5-12. Their use of recoding strategies was tested through a letter cancellation task and a word recall task. Using the paragraphs from Baker (1984), the subjects were also tested for metacognitive skills during reading. A background survey allowed us to review any unusual cases or to relate findings to background characteristics. Results compared to a hearing control group showed that it is difficult to say that one recoding strategy is used more than another at the post-secondary education level for any group. Recoding strategy is not significantly correlated with reading skill or deafness, but deaf readers who score low on the California Reading Test demonstrate poorer metacognitive reading skill.

Publication Date

9-22-2005

Document Type

Master's Project

Student Type

Graduate

Department, Program, or Center

Master of Science of Secondary Education of Students Who are Deaf or Hard of Hearing (NTID)

Advisor

DeFilippo, Carol

Advisor/Committee Member

Long, Gary

Advisor/Committee Member

Bateman, Gerald

Comments

Note: imported from RIT’s Digital Media Library running on DSpace to RIT Scholar Works in December 2013.

Campus

RIT – Main Campus

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