Using Verbal Protocols to Identify the Reading Strategies of Students Who Are Deaf | Zendy

Barbara R. Schirmer | Zendy

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Using Verbal Protocols to Identify the Reading Strategies of Students Who Are Deaf

Author(s) -

Barbara R. Schirmer

Publication year - 2003

Publication title -

the journal of deaf studies and deaf education

Language(s) - English

Resource type - Journals

SCImago Journal Rank - 0.862

H-Index - 59

eISSN - 1465-7325

pISSN - 1081-4159

DOI - 10.1093/deafed/eng009

Subject(s) - psychology , reading (process) , meaning (existential) , reading comprehension , comprehension , variety (cybernetics) , think aloud protocol , sign (mathematics) , protocol analysis , read aloud , linguistics , developmental psychology , cognitive psychology , cognitive science , computer science , mathematical analysis , philosophy , mathematics , usability , human–computer interaction , artificial intelligence , psychotherapist

The purpose of this study was to identify the reading strategies used by students who are deaf by investigating their self-reported thinking during reading. The participants were 10 elementary students attending a residential state school for the deaf. After each page of reading a short story, the participants were asked to think aloud (or think visibly, in the case of sign language). Analysis of these verbal reports indicated that the participants constructed meaning, monitored comprehension and activated strategies to improve comprehension, and evaluated, but did not demonstrate, each reading strategy within these three classifications. They engaged in a considerably greater variety of reading strategies for constructing meaning than for the other two classifications.

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