Abstract
The study investigates the reading comprehension skill of d/Deaf and hard-of-hearing (DHH) Poles in the context of media accessibility. Deriving from the assumption that spoken Polish typically acts as a second language for the DHH, the study employed state certificate exams designed for foreigners learning Polish as a second language. A reading comprehension test was composed on the basis of these exams, containing tasks at B1, B2 and C1 proficiency levels. It was administered to 126 participants: 87 d/Deaf and hard-of-hearing (DHH) and 39 hearing persons acting as the control group. It was also accompanied by a demographic questionnaire to determine the relationship between the reading skill and such aspects as age, education, degree of hearing loss, onset of hearing loss, preferred means of communication (sign language, spoken Polish, both), declared proficiency in Polish and preferred media accessibility method (sign language interpretation, subtitling, either of the two).
Highlights
To make a given material truly accessible, media accessibility professionals should know their audience, which involves understanding the perceptual limitations of the recipients or identifying their preferences and recognizing their cognitive and linguistic abilities
The present paper describes the preliminary results of a study that investigates the reading comprehension skill of Deaf and hard-of-hearing (DHH) Poles
The general results correlate with the findings discussed above, which point to the DHH having a significantly lower reading comprehension skill than their hearing peers, with F (1, 124) = 245.71, p
Summary
To make a given material truly accessible, media accessibility professionals should know their audience, which involves understanding the perceptual limitations of the recipients or identifying their preferences and recognizing their cognitive and linguistic abilities This is especially important when working with d/Deaf and hard-of-hearing (DHH) viewers. There are a number of studies into the reading comprehension skill of DHH children and students They were conducted in various countries and for different languages – English (Holt, 1994), Dutch (Wauters, Van Bon, & Tellings, 2006), Persian (Rezaei, Rashedi, & Morasae, 2016), Japanese (Takahashi Isaka, Yamamoto, & Nakamura , 2017), and more. She tested the Polish language skills of 50 DHH students from the final high school grade, showing that they average the A2 proficiency level
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