The Importance of Processing Automaticity and Temporary Storage Capacity to the Differences in Comprehension Between Skilled and Less Skilled College-Age Deaf Readers
Bibliographic Data
| ID | 16768487 |
|---|---|
| Authors | Liam Kelly (0000-0001-6618-1543, Gallaudet University, corresponding author), L P Kelly |
| Year | 2003 |
| Volume | 8 |
| Issue | 3 |
| Pages | 230-249 |
| Publication date | 2003-07-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | The Journal of Deaf Studies and Deaf Education (JOURNAL) |
| Journal identifiers | ISSN: 1081-4159 • E-ISSN: 1465-7325 |
| Publisher | Oxford University Press (PUBLISHER • GB) |
| DOI | 10.1093/deafed/eng013 |
| PMID | 15448051 |
| OpenAlex | W2162510394 |
| Language | EN |
| Citations received | 14 |
| References cited | 11 |
The prevalence of low comprehension among deaf readers has been documented for decades, yet the problem persists. Progress has been hampered by uncertainty regarding which aspects of reading competence ought to be the primary focus of concerted instructional efforts. This article examines whether temporary storage capacity and/or processing automaticity may explain the difference in comprehension between skilled and less skilled adult deaf readers. Temporary storage capacity is the ability to maintain separate bits of information in current memory while they are being processed. Processing automaticity is the ability to complete certain basic operations of reading, such as recognizing individual words and chunking sets of words into meaningful phrases, with a minimum of intentional mental effort. In this study one group of deaf adults reading at the college level and another reading at the 5th-grade level completed a battery of experimental tasks that generated multiple indicators of storage capacity and automaticity. These included the reading span task of Daneman and Carpenter (1980), an analogous addition span task, two measures of phonological processing, and a sentence-reading task that varied the demands on temporary storage and processing automaticity. Results suggest that skilled readers do not command an exceptionally large temporary storage capacity, nor do less skilled readers suffer from deficient storage capacity. The indicators of processing automaticity suggest, however, that less skilled readers must invest significantly more conscious mental effort than skilled readers to complete basic operations of reading. These findings are applied to theory related to (a) the nature of the breakdowns in comprehension faced by readers with low automaticity, (b) the interaction of low automaticity with other obstacles to comprehension, and (c) the design of practice experiences to increase the automaticity and ultimately the comprehension of deaf readers.
Automaticity · Cognition · Cognitive Load · Cognitive psychology · Cognitive resource theory · Comprehension · Information processing · Linguistics · Memory span · Natural language processing · Reading (process) · Reading comprehension · Sentence · Task (project management) · Working memory · Computer Science · Hearing Impairment and Communication · Neurobiology of Language and Bilingualism · Psychology · Reading and Literacy Development
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The Signed Reading Fluency of Students Who Are Deaf/Hard of Hearing
Determinants of spelling proficiency in hearing and deaf graduate students
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An Analysis of the Reading Strategies Used by Adult and Student Deaf Readers
Sensitivity to Verb Bias in American Sign Language-English Bilinguals
Reading Function and Content Words in Subtitled Videos
Using Miscue Analysis to Assess Comprehension in Deaf College Readers
Reading Achievement in Relation to Phonological Coding and Awareness in Deaf Readers
Time-Course of Grammatical Processing in Deaf Readers
Relationship Between Vocabulary Knowledge and Reading Comprehension in Deaf and Hard of Hearing Students
The two‐sided nature of reliance on prior knowledge and on L1/L2 structural similarity in L2 sentence comprehension
Predictors of Word and Text Reading Fluency of Deaf Children in Bilingual Deaf Education Programmes
Deaf Readers as Bilinguals
Cultural literacy
The Psychology and Pedagogy of Reading
Strengths and weaknesses of the reading level design
Reading Optimally Builds on Spoken Language
Considerations for Designing Practice for Deaf Readers
Using Silent Motion Pictures to Teach Complex Syntax to Adult Deaf Readers
The Effect of the Method of Repeated Readings on the Reading rate and Word Recognition Accuracy of Deaf Adolescents
Working Memory Capacity and Comprehension Processes in Deaf Readers
The Interaction of Syntactic Competence and Vocabulary During Reading by Deaf Students
In defense of external invalidity
| Citations per year | 0.67 |
|---|---|
| Citation span | 2005 - 2022 (18) |
| Highly cited | No |