Comprensión lectora de jóvenes mexicanos con discapacidad auditiva
Date
Journal Title
Journal ISSN
Volume Title
Publisher
Horizontes Rev. Inv. Cs. Edu.
Abstract
El desarrollo del lenguaje oral y escrito de las personas sordas se ve afectado por la ausencia de modelos adecuados a sus necesidades. El objetivo del presente estudio fue describir el efecto del Programa de Intervención para el Desarrollo de Habilidades Lingüísticas en la Lengua Española Escrita (LEE), elaborado desde una Perspectiva Bilingüe, sobre las habilidades de comprensión lectora de estudiantes sordos mexicanos. Participaron ocho estudiantes de bachillerato usuarios de la lengua de señas mexicana (LSM). La comprensión lectora fue evaluada en tres ocasiones, con cuestionarios equivalentes, que contienen cuatro preguntas de comprensión literal y cuatro de comprensión inferencial, que fueron respondidas por escrito y en LSM. Los análisis mediante la prueba de Friedman indicaron que el desempeño al responder por escrito mejoró después de la intervención educativa. Los hallazgos revelan la importancia de enseñar explícitamente reglas del español escrito a los alumnos sordos bilingües para mejorar su comprensión lectora.
The development of oral and written language of deaf people is affected by the absence of appropriate models for their educational needs. The purpose ot the present study was to describe the effect of the Intervention Program for the Development of Linguistic Skills into Written Spanish Language, it was designed following a Bilingual Perspective, about the reading comprehension abilities of mexican deaf students. Eight students participated, they get comunicated through mexican sign language. The reading comprehension was assessed three times using equivalent questionnaires, each one of them has four literal comprehension questions and four inferential comprehension questions, the participants answered the questions in Spanish and Mexican Sign Language. The analysis with Friedman test indicated that the performance improved after the educational intervention. The findings reveal the importance of explicitly teaching written Spanish rules for bilingual deaf students to improve their reading comprehension.
The development of oral and written language of deaf people is affected by the absence of appropriate models for their educational needs. The purpose ot the present study was to describe the effect of the Intervention Program for the Development of Linguistic Skills into Written Spanish Language, it was designed following a Bilingual Perspective, about the reading comprehension abilities of mexican deaf students. Eight students participated, they get comunicated through mexican sign language. The reading comprehension was assessed three times using equivalent questionnaires, each one of them has four literal comprehension questions and four inferential comprehension questions, the participants answered the questions in Spanish and Mexican Sign Language. The analysis with Friedman test indicated that the performance improved after the educational intervention. The findings reveal the importance of explicitly teaching written Spanish rules for bilingual deaf students to improve their reading comprehension.
Description
Vol. 6, No. 24