Previous research on reading perceptions and strategy use involving narrative texts among students attending schools for the deaf provides some information on comprehension strategies used. None of these studies, however, involved students using speech to communicate or receiving instruction in the general education. This study extends that…

Seven poor readers (ages 11-12) were trained in reading comprehension strategies using reciprocal teaching procedures in resource rooms and were instructed to employ the strategies in their homeroom classes. The combination of reciprocal teaching and transenvironmental programing was effective in facilitating subjects' unprompted use of relevant…

This study compared the literal and inferential comprehension abilities for textual, functional, and recreational text genres of 195 students who were deaf or hard of hearing. Literal comprehension exceeded inferential comprehension for males but not females. Educational setting (special class, resource room, or fully mainstreamed) influenced…

The effects of two components of formative evaluation, frequency of measurement and use of data, were compared. Fifty-two learning disabled and educable mentally retarded students in grades 2-6, enrolled in regular class programs and receiving reading instruction in a special education resource room, were randomly assigned to either (1) a…