Cognitive and Metacognitive Mechanisms Used by Students with Hearing Loss During Comprehension of Literary Texts: Inferring From Explicit and Implicit Information

Agnieszka Dłużniewska

doi:10.21697/fp.2024.2.1.4

Published: 2024-12-31

Vol. 14 No. 2.1 (2024)

Cognitive and Metacognitive Mechanisms Used by Students with Hearing Loss During Comprehension of Literary Texts: Inferring From Explicit and Implicit Information

Agnieszka Dłużniewska

Pedagogical Forum

Section: Topic

https://doi.org/10.21697/fp.2024.2.1.4

Abstract

The aim of the present article was to investigate the cognitive and metacognitive mechanisms of reading in students with hearing loss. The study used a quantitative methodology to assess understanding of key words for the interpretation of text and complex sentences, as well as to infer the author’s explicit and implicit intentions. The results show that students with hearing loss have significantly lower levels of comprehension of words, sentences, and texts than their hearing peers. These two groups did not differ significantly in terms of the declared frequency of using any of the strategies (global strategy, support, and problem solving). Regression analysis showed that in students with hearing loss, inferring the intention of the author of a text based on information expressed directly and indirectly is explained by other predictors. At the same time, these results confirm that the use of appropriate strategies by the teacher may help improve the reading comprehension skills of students with hearing loss.

Keywords:

students with hearing loss, reading comprehension, metacognitive reading strategies

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Dłużniewska, A. (2024). Cognitive and Metacognitive Mechanisms Used by Students with Hearing Loss During Comprehension of Literary Texts: Inferring From Explicit and Implicit Information. Pedagogical Forum, 14(2.1), 49–62. https://doi.org/10.21697/fp.2024.2.1.4

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