Comprehension of texts by deaf elementary school students: The role of grammatical understanding
•Grammatical oral understanding explained 41% of the variance in text comprehension.•Understanding of reversible, predicate and disjunctive sentences correlated with text comprehension.•Reversible sentences (passive and predicative) accounted for 38% of the variance. The aim of this study was to ana...
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| Veröffentlicht in: | Research in developmental disabilities 2016-12, Vol.59, p.8-23 |
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| container_title | Research in developmental disabilities |
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| creator | Barajas, Carmen González-Cuenca, Antonia M. Carrero, Francisco |
| description | •Grammatical oral understanding explained 41% of the variance in text comprehension.•Understanding of reversible, predicate and disjunctive sentences correlated with text comprehension.•Reversible sentences (passive and predicative) accounted for 38% of the variance.
The aim of this study was to analyze how the reading process of deaf Spanish elementary school students is affected both by those components that explain reading comprehension according to the Simple View of Reading model: decoding and linguistic comprehension (both lexical and grammatical) and by other variables that are external to the reading process: the type of assistive technology used, the age at which it is implanted or fitted, the participant’s socioeconomic status and school stage.
Forty-seven students aged between 6 and 13 years participated in the study; all presented with profound or severe prelingual bilateral deafness, and all used digital hearing aids or cochlear implants. Students’ text comprehension skills, decoding skills and oral comprehension skills (both lexical and grammatical) were evaluated.
Logistic regression analysis indicated that neither the type of assistive technology, age at time of fitting or activation, socioeconomic status, nor school stage could predict the presence or absence of difficulties in text comprehension. Furthermore, logistic regression analysis indicated that neither decoding skills, nor lexical age could predict competency in text comprehension; however, grammatical age could explain 41% of the variance. Probing deeper into the effect of grammatical understanding, logistic regression analysis indicated that a participant’s understanding of reversible passive object-verb-subject sentences and reversible predicative subject-verb-object sentences accounted for 38% of the variance in text comprehension.
Based on these results, we suggest that it might be beneficial to devise and evaluate interventions that focus specifically on grammatical comprehension. |
| doi_str_mv | 10.1016/j.ridd.2016.07.005 |
| format | Article |
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The aim of this study was to analyze how the reading process of deaf Spanish elementary school students is affected both by those components that explain reading comprehension according to the Simple View of Reading model: decoding and linguistic comprehension (both lexical and grammatical) and by other variables that are external to the reading process: the type of assistive technology used, the age at which it is implanted or fitted, the participant’s socioeconomic status and school stage.
Forty-seven students aged between 6 and 13 years participated in the study; all presented with profound or severe prelingual bilateral deafness, and all used digital hearing aids or cochlear implants. Students’ text comprehension skills, decoding skills and oral comprehension skills (both lexical and grammatical) were evaluated.
Logistic regression analysis indicated that neither the type of assistive technology, age at time of fitting or activation, socioeconomic status, nor school stage could predict the presence or absence of difficulties in text comprehension. Furthermore, logistic regression analysis indicated that neither decoding skills, nor lexical age could predict competency in text comprehension; however, grammatical age could explain 41% of the variance. Probing deeper into the effect of grammatical understanding, logistic regression analysis indicated that a participant’s understanding of reversible passive object-verb-subject sentences and reversible predicative subject-verb-object sentences accounted for 38% of the variance in text comprehension.
Based on these results, we suggest that it might be beneficial to devise and evaluate interventions that focus specifically on grammatical comprehension.</description><identifier>ISSN: 0891-4222</identifier><identifier>EISSN: 1873-3379</identifier><identifier>DOI: 10.1016/j.ridd.2016.07.005</identifier><identifier>PMID: 27490963</identifier><language>eng</language><publisher>United States: Elsevier Ltd</publisher><subject>Adolescent ; Age Factors ; Child ; Cochlear implant ; Cochlear Implantation ; Cochlear Implants ; Comprehension ; Deaf children ; Deafness - psychology ; Deafness - rehabilitation ; Digital aid ; Female ; Grammatical comprehension ; Hearing Aids ; Humans ; Lexical comprehension ; Logistic Models ; Male ; Reading ; Social Class ; Students ; Text comprehension</subject><ispartof>Research in developmental disabilities, 2016-12, Vol.59, p.8-23</ispartof><rights>2016 Elsevier Ltd</rights><rights>Copyright © 2016 Elsevier Ltd. All rights reserved.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c356t-9b0dfcc70b637fd3c8686e42c44d17c57a7c7374ae811644abd5b03a5ed3bb893</citedby><cites>FETCH-LOGICAL-c356t-9b0dfcc70b637fd3c8686e42c44d17c57a7c7374ae811644abd5b03a5ed3bb893</cites><orcidid>0000-0002-4479-0476</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://dx.doi.org/10.1016/j.ridd.2016.07.005$$EHTML$$P50$$Gelsevier$$H</linktohtml><link.rule.ids>314,780,784,3550,27924,27925,45995</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/27490963$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Barajas, Carmen</creatorcontrib><creatorcontrib>González-Cuenca, Antonia M.</creatorcontrib><creatorcontrib>Carrero, Francisco</creatorcontrib><title>Comprehension of texts by deaf elementary school students: The role of grammatical understanding</title><title>Research in developmental disabilities</title><addtitle>Res Dev Disabil</addtitle><description>•Grammatical oral understanding explained 41% of the variance in text comprehension.•Understanding of reversible, predicate and disjunctive sentences correlated with text comprehension.•Reversible sentences (passive and predicative) accounted for 38% of the variance.
The aim of this study was to analyze how the reading process of deaf Spanish elementary school students is affected both by those components that explain reading comprehension according to the Simple View of Reading model: decoding and linguistic comprehension (both lexical and grammatical) and by other variables that are external to the reading process: the type of assistive technology used, the age at which it is implanted or fitted, the participant’s socioeconomic status and school stage.
Forty-seven students aged between 6 and 13 years participated in the study; all presented with profound or severe prelingual bilateral deafness, and all used digital hearing aids or cochlear implants. Students’ text comprehension skills, decoding skills and oral comprehension skills (both lexical and grammatical) were evaluated.
Logistic regression analysis indicated that neither the type of assistive technology, age at time of fitting or activation, socioeconomic status, nor school stage could predict the presence or absence of difficulties in text comprehension. Furthermore, logistic regression analysis indicated that neither decoding skills, nor lexical age could predict competency in text comprehension; however, grammatical age could explain 41% of the variance. Probing deeper into the effect of grammatical understanding, logistic regression analysis indicated that a participant’s understanding of reversible passive object-verb-subject sentences and reversible predicative subject-verb-object sentences accounted for 38% of the variance in text comprehension.
Based on these results, we suggest that it might be beneficial to devise and evaluate interventions that focus specifically on grammatical comprehension.</description><subject>Adolescent</subject><subject>Age Factors</subject><subject>Child</subject><subject>Cochlear implant</subject><subject>Cochlear Implantation</subject><subject>Cochlear Implants</subject><subject>Comprehension</subject><subject>Deaf children</subject><subject>Deafness - psychology</subject><subject>Deafness - rehabilitation</subject><subject>Digital aid</subject><subject>Female</subject><subject>Grammatical comprehension</subject><subject>Hearing Aids</subject><subject>Humans</subject><subject>Lexical comprehension</subject><subject>Logistic Models</subject><subject>Male</subject><subject>Reading</subject><subject>Social Class</subject><subject>Students</subject><subject>Text comprehension</subject><issn>0891-4222</issn><issn>1873-3379</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2016</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><recordid>eNp9kE9LxDAQxYMouq5-AQ-So5fWpEmbVrzI4j8QvOg5psnUzdI2a5KKfnuz7OpRZmCG4b0H80PojJKcElpdrnJvjcmLtOdE5ISUe2hGa8EyxkSzj2akbmjGi6I4QschrAihItUhOioEb0hTsRl6W7hh7WEJY7BuxK7DEb5iwO03NqA6DD0MMEblv3HQS-d6HOJk0iVc4ZclYO962LjevRoGFa1WPZ5GAz5ENRo7vp-gg071AU53c45e725fFg_Z0_P94-LmKdOsrGLWtMR0WgvSVkx0hum6qivghebcUKFLoYQWTHAFNaUV56o1ZUuYKsGwtq0bNkcX29y1dx8ThCgHGzT0vRrBTUHSuqgEZyz1HBVbqfYuBA-dXHs7pBclJXJDVq7khqzckJVEyEQ2mc53-VM7gPmz_KJMguutANKXnxa8DNrCqMFYDzpK4-x_-T91L4uK</recordid><startdate>201612</startdate><enddate>201612</enddate><creator>Barajas, Carmen</creator><creator>González-Cuenca, Antonia M.</creator><creator>Carrero, Francisco</creator><general>Elsevier Ltd</general><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7X8</scope><orcidid>https://orcid.org/0000-0002-4479-0476</orcidid></search><sort><creationdate>201612</creationdate><title>Comprehension of texts by deaf elementary school students: The role of grammatical understanding</title><author>Barajas, Carmen ; González-Cuenca, Antonia M. ; Carrero, Francisco</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c356t-9b0dfcc70b637fd3c8686e42c44d17c57a7c7374ae811644abd5b03a5ed3bb893</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2016</creationdate><topic>Adolescent</topic><topic>Age Factors</topic><topic>Child</topic><topic>Cochlear implant</topic><topic>Cochlear Implantation</topic><topic>Cochlear Implants</topic><topic>Comprehension</topic><topic>Deaf children</topic><topic>Deafness - psychology</topic><topic>Deafness - rehabilitation</topic><topic>Digital aid</topic><topic>Female</topic><topic>Grammatical comprehension</topic><topic>Hearing Aids</topic><topic>Humans</topic><topic>Lexical comprehension</topic><topic>Logistic Models</topic><topic>Male</topic><topic>Reading</topic><topic>Social Class</topic><topic>Students</topic><topic>Text comprehension</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Barajas, Carmen</creatorcontrib><creatorcontrib>González-Cuenca, Antonia M.</creatorcontrib><creatorcontrib>Carrero, Francisco</creatorcontrib><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>MEDLINE - Academic</collection><jtitle>Research in developmental disabilities</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Barajas, Carmen</au><au>González-Cuenca, Antonia M.</au><au>Carrero, Francisco</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Comprehension of texts by deaf elementary school students: The role of grammatical understanding</atitle><jtitle>Research in developmental disabilities</jtitle><addtitle>Res Dev Disabil</addtitle><date>2016-12</date><risdate>2016</risdate><volume>59</volume><spage>8</spage><epage>23</epage><pages>8-23</pages><issn>0891-4222</issn><eissn>1873-3379</eissn><abstract>•Grammatical oral understanding explained 41% of the variance in text comprehension.•Understanding of reversible, predicate and disjunctive sentences correlated with text comprehension.•Reversible sentences (passive and predicative) accounted for 38% of the variance.
The aim of this study was to analyze how the reading process of deaf Spanish elementary school students is affected both by those components that explain reading comprehension according to the Simple View of Reading model: decoding and linguistic comprehension (both lexical and grammatical) and by other variables that are external to the reading process: the type of assistive technology used, the age at which it is implanted or fitted, the participant’s socioeconomic status and school stage.
Forty-seven students aged between 6 and 13 years participated in the study; all presented with profound or severe prelingual bilateral deafness, and all used digital hearing aids or cochlear implants. Students’ text comprehension skills, decoding skills and oral comprehension skills (both lexical and grammatical) were evaluated.
Logistic regression analysis indicated that neither the type of assistive technology, age at time of fitting or activation, socioeconomic status, nor school stage could predict the presence or absence of difficulties in text comprehension. Furthermore, logistic regression analysis indicated that neither decoding skills, nor lexical age could predict competency in text comprehension; however, grammatical age could explain 41% of the variance. Probing deeper into the effect of grammatical understanding, logistic regression analysis indicated that a participant’s understanding of reversible passive object-verb-subject sentences and reversible predicative subject-verb-object sentences accounted for 38% of the variance in text comprehension.
Based on these results, we suggest that it might be beneficial to devise and evaluate interventions that focus specifically on grammatical comprehension.</abstract><cop>United States</cop><pub>Elsevier Ltd</pub><pmid>27490963</pmid><doi>10.1016/j.ridd.2016.07.005</doi><tpages>16</tpages><orcidid>https://orcid.org/0000-0002-4479-0476</orcidid></addata></record> |
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| subjects | Adolescent Age Factors Child Cochlear implant Cochlear Implantation Cochlear Implants Comprehension Deaf children Deafness - psychology Deafness - rehabilitation Digital aid Female Grammatical comprehension Hearing Aids Humans Lexical comprehension Logistic Models Male Reading Social Class Students Text comprehension |
| title | Comprehension of texts by deaf elementary school students: The role of grammatical understanding |
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