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Reread-Adapt and Answer-Comprehend Intervention with Deaf and Hard of Hearing Readers: Effect on Fluency and Reading Achievement
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Schirmer, Barbara R.; Schaffer, Laura; Therrien, William J.; Schirmer, Todd N. – American Annals of the Deaf, 2011
The researchers investigated the effect of the Reread-Adapt and Answer-Comprehend intervention (Therrien, Gormley, & Kubina, 2006) on the reading fluency and achievement of d/Deaf and hard of hearing elementary-level students. Children in the third, fifth, and sixth grades at a state school for d/Deaf and hard of hearing students received a…
Descriptors: Intervention, Deafness, Partial Hearing, Reading Achievement
The Validity and Reliability of the Cloze Procedure as a Measure of Readability for Prelingually, Profoundly Deaf Students.
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LaSasso, Carol – American Annals of the Deaf, 1980
Although the cloze procedure was shown to be satisfactorily reliable with deaf Ss, cloze scores did not relate to the predicted passage difficulty; therefore, the validity of the cloze procedure as a readability measure was not confirmed. (Author/DLS)
Descriptors: Adolescents, Cloze Procedure, Deafness, Evaluation Methods
On Readability Formulas: A Critical Analysis for Teachers of the Deaf.
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Israelite, Neita Kay – American Annals of the Deaf, 1988
Readability formulas applied to materials for hearing-impaired students do not account for important factors in reader-writer-text interaction. Factors include the reader's purpose, cultural background, and extent of background knowledge; writers' assumptions about readers; the text's structure, content, and cohesion; and the role of…
Descriptors: Authors, Difficulty Level, Elementary Secondary Education, Hearing Impairments