Abstract
Text comprehension, a daily academic activity in primary and secondary school, is especially challenging for deaf or hard of hearing (DHH) students. The present study analyzed the effect of text genre (narrative vs. expository) on accuracy and eye-movement patterns during text comprehension by DHH students (ages 9-15 years) when compared to a typically hearing (TH) control group matched for chronological age. Comprehension accuracy was found to be similar across text genres for both groups, though TH participants outperformed DHH participants. Regarding eye movements, both groups spent more time and made more regressive fixations in the expository text than in the narrative text, but DHH participants showed longer saccade amplitude in the expository than in the narrative, which could be interpreted as indicating better self-regulation of DHH readers in the easiest and more familiar narrative text structure.
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