About this paper

Appears in:
Page: 6435 (abstract only)
Publication year: 2018
ISBN: 978-84-09-02709-5
ISSN: 2340-1117
doi: 10.21125/edulearn.2018.1530

Conference name: 10th International Conference on Education and New Learning Technologies
Dates: 2-4 July, 2018
Location: Palma, Spain

VISUALIZATION OF SYNTACTIC STRUCTURES WITHIN A COMPUTERIZED LEARNING ENVIRONMENT: IMPROVING THE SYNTACTIC PROCESSING SKILLS IN DEAF STUDENTS

P. Miller

University of Haifa (ISRAEL)
Several theories have been proposed regarding the roots of deaf individuals’ poor reading comprehension (RC). One of them postulates that their poor reading skills reflect a failure at the lexical level. Lately, this position has been challenged by research showing that deaf readers process written words as affectively as hearing counterparts. Moreover, some research suggests that what fails deaf readers to understand what they read is insufficiently internalized syntactical knowledge of the spoken language. The present study aimed to examine whether deaf readers manifest difficulties in the syntactic processing of written text rather than a weakness to recognize the words of which it is composed.

Three prelingually deaf 5th graders served as the test sample. Their initial RC, tested with a set of 30 semantically plausible and semantically implausible sentences, approached chance level performance. Intervention to improve their syntactic awareness was based on a learning environment in which wrong responses to sentences activated an animation that visually delineated the origin of the error with reference to the sentence’s syntactic structure. Intervention improved participants’ understanding of the original set of sentences from close to chance level to almost perfect comprehension. Similar results were found one month later when reassessing their RC with a different set of sentences. Findings support a theory that links RC failure in deaf readers with lack of internalization of the syntactic structure of the spoken code. They further show that a position that assigns this failure to a weakness at the lexical level may not be tenable.
@InProceedings{MILLER2018VIS,
author = {Miller, P.},
title = {VISUALIZATION OF SYNTACTIC STRUCTURES WITHIN A COMPUTERIZED LEARNING ENVIRONMENT: IMPROVING THE SYNTACTIC PROCESSING SKILLS IN DEAF STUDENTS},
series = {10th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN18 Proceedings},
isbn = {978-84-09-02709-5},
issn = {2340-1117},
doi = {10.21125/edulearn.2018.1530},
url = {http://dx.doi.org/10.21125/edulearn.2018.1530},
publisher = {IATED},
location = {Palma, Spain},
month = {2-4 July, 2018},
year = {2018},
pages = {6435}}
TY - CONF
AU - P. Miller
TI - VISUALIZATION OF SYNTACTIC STRUCTURES WITHIN A COMPUTERIZED LEARNING ENVIRONMENT: IMPROVING THE SYNTACTIC PROCESSING SKILLS IN DEAF STUDENTS
SN - 978-84-09-02709-5/2340-1117
DO - 10.21125/edulearn.2018.1530
PY - 2018
Y1 - 2-4 July, 2018
CI - Palma, Spain
JO - 10th International Conference on Education and New Learning Technologies
JA - EDULEARN18 Proceedings
SP - 6435
EP - 6435
ER -
P. Miller (2018) VISUALIZATION OF SYNTACTIC STRUCTURES WITHIN A COMPUTERIZED LEARNING ENVIRONMENT: IMPROVING THE SYNTACTIC PROCESSING SKILLS IN DEAF STUDENTS, EDULEARN18 Proceedings, p. 6435.
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