Parault Susan J, Williams Heather M
St. Cloud State University, A276 Education Building, 720 4th Avenue South, St. Cloud, MN 56301-4498, USA.
J Deaf Stud Deaf Educ. 2010 Spring;15(2):120-35. doi: 10.1093/deafed/enp031. Epub 2009 Nov 23.
The purpose of this study is to examine the relationship between the variables of reading motivation, reading amount, and text comprehension in deaf and hearing adults. Research has shown that less than 50% of deaf students leave high school reading at or above a fourth-grade level (Allen, 1994). Our question is, how does this affect the levels of reading motivation and amount of reading in which deaf adults engage? Assessments of 30 hearing and 24 deaf adults showed that deaf participants reported significantly higher levels of reading motivation despite having been found to read at less than a sixth-grade level. No significant difference in the amount of reading between hearing and deaf adults was found. Amount of reading for personal reasons was found to be the best predictor of text comprehension in the deaf participants, and intrinsic motivation was found to be the best predictor of amount of reading in the deaf participants.
本研究的目的是考察成年聋人和听力正常者在阅读动机、阅读量和文本理解这些变量之间的关系。研究表明，不到50%的聋校学生高中毕业时的阅读水平达到或高于四年级（艾伦，1994年）。我们的问题是，这如何影响成年聋人的阅读动机水平和阅读量？对30名听力正常的成年人和24名成年聋人的评估显示，尽管发现聋人参与者的阅读水平低于六年级，但他们报告的阅读动机水平显著更高。听力正常的成年人与成年聋人在阅读量上未发现显著差异。在聋人参与者中，出于个人原因的阅读量被发现是文本理解的最佳预测指标，而内在动机被发现是聋人参与者阅读量的最佳预测指标。
