The Research On The Strategies Using And Eye Movement Characteristic In Hearing Impaired Students' Reading Comprehension

Reading strategy is an important part of learning strategies; it has also been one of the hot topics in the domain of reading research. Ability to effectively use reading strategies is a necessary condition for achieving fluency read, as well as the important symbol for judgement of one's reading ability. There are many researches about general students' reading strategies, but few on those who are deaf And the explanations about reading strategies are scattered too, which haven't formed an integrated one. Starting from the process of reading comprehension, as well as the relationship of reading strategy and learning strategy, this research make a series of studies on hearing impaired students' reading strategy, in which the using status, developmental traits and eye movement characters are investigated thoroughly. We aim at knowing the differences of the reading strategies among different types of hearing impaired student, then guiding educational practice.This research consists of three parts:in study one, Starting from the relationship of reading strategy and learning strategy as well as the interview to some hearing impaired students, we constructed a system of deaf students' reading strategies. On the base of this, we developed a questionare for the estimation of them. In study two, we investigated the development level of reading strategy in deaf students by using the tool we designed in study one. At the same time, we compared the different traits in different grades and different gender. In study three, we explored the eye movement feature of the hearing impaired students, with the aim of revealing their information process in the using of reading strategies.The results of this study can be summarized as follows:(1) Hearing impaired students' reading strategy is a diversified, multi-layered composite structure, which contains cognitive strategies, metacognitive strategies and resource management strategies. the cognitive strategies include reciting, elaboration and organization, the metacognitive strategies include planning, monitoring and adjusting, the third type strategies—resource management strategies, include time resource management, environmental resource management and affective resource management.(2) We designed a reading strategy questionnaire of deaf students. Through many experiments, the reliability and validity of the tool were tested. It can be confirmed that this questionnaire has good internal consistency reliability, test-retest reliability and stability reliability, as well as the structure and content validity. Due to these characteristics, it could be employed to estimate the using level of reading strategies of deaf students.(3) The results indicated that Dead students' overall usage level of strategies is low, most students are not good at using reading strategies; in all types of reading strategies above, the hearing impaired students make the most use of reciting, adjusting and affective resource management. Least of planning, monitoring and organization. From the result, we can also see that the college deaf students show much more profitable strategies than high school and junior school students, especially in the use of metacognitive strategies. And the girls show more profitable strategies than boys.(4) Different hearing impaired students show different eye movement patterns in their using of strategies. In briefly, students who show much more profitable strategies have less times of fixation and long distance of saccadic, their regressive times during the reading is fewer too. At the fast reading condition, these students can adjust their eye movement pattern flexibility, by reducing the fixation frequency, increasing saccade distance to accommodate the reading requirements, but students with low strategies show less ability of this.(5) Compared with the students who showed less reading strategies, the higher strategy group was found shown stronger expectations on the experimental materials. This means they have better abilities in top to down processing. During the reading, they can promote their understanding by establishing an expectation on the text. The result of experiment 3 also indicated that the deaf students with good reading strategies were better in comprehension monitoring, especially in the awareness of the logical error, it showed their better mental representation ability.