Effect of Teacher Questions on the Reading Comprehension of Deaf Children

Abstract

We examined the effect of comprehension questions that require analysis, synthesis, and evaluation on the reading comprehension of deaf children. The subjects were six deaf children ranging in age from 10 years, months to 12 years, 5 months. They were divided into four reading groups for the study. Quantitative analysis of the children's responses to comprehension questions indicated that the children could analyze, synthesize, and evaluate narrative text and their ability to do so did not need to be supported by answering questions related to story details. Qualitative analysis indicated that the children had some difficulty with seven reading tasks: locating pertinent information, applying relevant and accurate background knowledge, expressing themselves unambiguously, understanding the intent of the question, not relying too heavily or too little on background knowledge, considering consequential details, and providing sufficient answers.