Reading Comprehension and

Children with Deafness

Dr. Sharmishtha C. Oak

Academic Associate, Coordinator,
Yashwantrao Chavan Maharshtra Open University,
Nashik, Maharashtra
What is Literacy?

Reading

Writing Arithmetic
“…a film is made up of still images flashed in rapid succession to
simulate movement. Slow down the film, and the movement and
meaning slows and the film's impact is diminished. Viewers won't learn
as much about the film as if it were shown at normal speed. With
reading the same thing can happen. When a person reads word by
word, like frame by frame, they are not reading on the level of ideas.
You need to read on some level that's more conversational and allows
things to coalesce into ideas themselves.” -Evans
A cat saw a picture of a mouse on the wall
What is Literacy ?
Literacy is the ability to identify, understand, interpret, create,
communicate and compute, using printed and written materials
associated with varying contexts.
‘The National Literacy Trust, however, includes reference to
speaking and listening in its definition of literacy: 'We
believe literacy is the ability to read, write, speak and listen
well. A literate person is able to communicate effectively with
others and to understand written information.‘
Reading

Reading is about understanding written texts. It is a complex

activity and an impressive achievement which involves both
perception and thought.
Reading : two related processes

Word recognition Comprehension

word recognition: Process of perceiving written symbols i.e. a,

b, c अ, आ, इ etc.
Comprehension : Process of making sense of words, sentences
and connected text.
 What do we do when we actually read something ?
use of background knowledge
Vocabulary
grammatical knowledge
experience with text
other strategies to help them understand written text.
What is meant by comprehension exactly?
Comprehension is the key to literacy learning.
Carpenter(1987)defined comprehension as active cognitive process that
begins with information in the text, precedes to the type of information
applied during the process, and ends with information the reader has
acquired from the process.
Which are the various cognitive processes while comprehension take
place?
Issues of CWHI regarding deafness Language,
Reading
Frames of language
Meta-cognition: (phonology,
meta-cognitive morphology, syntax
skills for semantics,
Deafness
comprehension pragmatics)
Issues
Language Reading

Cognitive facets
Fluency frames of
language
(automaticity,
decoding, prosody)
Theory of mind
Information processing for reading

Information processing for reading

Various approaches for enhancing reading comprehension

Sr.No Name of the Steps for using the Comprehension skills

. strategy/approach approach covered
1. Question/ Answer Literal – ‘Right there’ – Focuses on question
Relationships Reading the lines answer pattern. Higher
(QAR Teaching) Inferential – ‘Think and level thinking skills
search’ – Reading between
the lines
Beyond the text – ‘On my
own’ – Reading beyond the
lines
Sr.No. Name of the Steps for using the approach Comprehension skills
strategy/approach covered

2. Reciprocal Teaching •Questioning This strategy focuses

•Clarifying on pre and during
•Summarizing reading skill
•Predicting development i.e.
macroprocesses and
elaborative processes

3. Survey, Question, · Survey: Student surveys It is strategy which

Read, Recite and assignment, headings, skimming
Review (SQ3R) and reading
· Question: Students turn each
heading into a question
· Read: Students read to find the
answers
· Recite: say the answers aloud
· Review: Write notes to answer
the questions. Review what they
have read
needs good reading as
well as writing skills
as it aims at higher
level thinking skills
for following the steps
of the strategy
Sr.No. Name of the Steps for using the approach Comprehension skills
strategy/approach covered
4. Directed Reading – •Introduce story •Assimilation
Thinking Activity •ask students to make •Judgment making
predictions •Predicting
•Reflecting
•reject or confirm
•These all are very higher
predictions level elaborative and
•reflect upon their predictions metacognitive skills
•write key phrases on separate
cards
•students can compare
/contrast the story with their
own versions
5. KWL K -What I know Can be used for History,
W- What I want to know Geography, Religion,
L – What I learned very rigid and
nonflexible
6. Anticipation Guides •Before This activity is suitable
•During and for older students
•Post-reading comprehension
skills.
Scaffolding
‘Scaffolding’ as a Reading Instructional strategy
 In the field of education, the term scaffolding refers to a process in which
teachers model or demonstrate how to solve a problem, and then step back,
offering support as needed. Psychologist and instructional designer Jerome
Bruner first used the term 'scaffolding' in this context back in the 1960s. The
theory is that when students are given the support they need while learning
something new, they stand a better chance of using that knowledge
independently.
 Instructional scaffolding is a student-centred approach that gives students
more ownership of their learning while gradually decreasing the teacher's role in
the process. It allows students to grasp content in small chunks without being
overwhelmed. Students receive guidance in the beginning of an assignment.
Teacher support slowly decreases as students start to demonstrate mastery. Each
phase allows the students to build upon the previous phase, and the teacher
becomes more of a facilitator while the students become independent.
Sub - skills of SSRC

 Assimilation of information: Assimilation of the new information

through previous knowledge about text. connect new knowledge with
new knowledge.
 Examining of reading material: to find out the main idea or purpose for
reading while scanning the reading text
 Ability to make predictions: Ability to think about the theme, title, and
what will happen next in the given text
 Reading critically: how to generate pertinent questions and can fall back
on mental model of the text to know where to locate relevant information.
It is related to questioning and clarifying doubts about passage
 Ability to pass judgment: Assessing different view points or
perspectives of the text and making judgment about viewpoints or
opinions. Giving judgment about text by both the ways i.e. negative and
positive.
Graphical representation about types of
scaffolds
Types of scaffolds
Type of scaffold Use of scaffolds for teaching reading
• Venn diagrams, • Outlines,
• Flow charts, • Mnemonics to assist recall,
Advance organizers • Organizational • Statements
charts

Concept and mind maps Maps, Mazes

Real objects. human and non-

Samples,
human
Examples and explanations examples,
Direct samples
diagrams,
specimen, objects for explanations
Hints Suggestions and clues questions are of the same type of
Multiple choice scaffolds

Prompts A physical or verbal cue

Glossary page for New concepts, words, phrases, and their
meaning to use during reading sessions for understanding
meaning or comprehending better.
Glossary page
Advanced organizers

Venn Diagram Flow chart Organizational chart

Cont…
Type of scaffold Use of scaffolds for teaching reading

Giving Incomplete sentences to students for completing: motivate students

for deep thinking by using higher level comprehension meta-cognitive skills

such as What if....., what will happen next.... questions.

Question Stems

Pointing, gestures, methods of highlighting visual or new information,

puppets, direct objects, actual procedure, charts and graphs

Visual Scaffolds

Recitation of the stories through which inspiration and motivation of

Stories
learners can be enhanced
 General Process / Steps for using Scaffolding strategy

 First, a teacher begins teaching at the level the students can understand, and then,
she builds on that understanding. She then presents the problem and thinks aloud
as she goes about solving it. In the process, she shows how a solution is arrived at
by combining actions, images, and language. She then does the following:
 She repeats this process two more times, asking questions of the students along
the way.
 Each answer, right or wrong, receives a positive response from her, to encourage
participation.
 More students are asked to respond to the question each time it is repeated.
 Correction is provided as needed but reinforced positively.
 When understanding appears to be achieved, students join her in solving a new
problem.
 Understanding is checked as they solve problems. If more instruction is needed,
more modelling is provided.
 If students then demonstrate knowledge, she fades, or steps away, and allows
students to work independently, offering support as needed
Thank you!!!