Use this URL to cite or link to this record in EThOS: | https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.253652 |
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Title: | The nature and role of story schemata in the reading of severely deaf children | ||||||
Author: | Banks, James S. |
ISNI:
0000 0001 3442 8337
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Awarding Body: | University of Aberdeen | ||||||
Current Institution: | University of Aberdeen | ||||||
Date of Award: | 1989 | ||||||
Availability of Full Text: |
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Abstract: | |||||||
Children with severe, prelingual deafness experience considerable problems in reading and learning to read. Moreover, it has been widely reported that the deaf rarely develop in reading beyond a reading age of nine years. The research reported examines these claims and provides evidence that: (1) deaf children do acquire higher-order, top-down, reading skills; (2) deaf children possess undifferentiated story schemata in both reading and non-reading story situations and these limit their top-down processing of whole stories; and (3) deaf children can acquire more differentiated story schemata and can learn to use these to read more 'schematically' at the whole-passage level. The elements of a model for the reading of the deaf are presented and its implications for the teaching of the deaf are discussed. It is suggested that in teaching the deaf to read, emphasis should be placed upon their top-down reading strengths.
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Supervisor: | Not available | Sponsor: | Not available | ||||
Qualification Name: | Thesis (Ph.D.) | Qualification Level: | Doctoral | ||||
EThOS ID: | uk.bl.ethos.253652 | DOI: | Not available | ||||
Keywords: | Teaching deaf children to read | ||||||
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