Reading strategies of skilled deaf adult readers

The purpose of this study of second-generation deaf female teachers is to determine how their habits and attitudes about reading are expressed, how the participants explain their reading skills, and the strategies they claim to use when reading. Through the use of a questionnaire, think-aloud readings, and an interview, a number of findings emerged. The participants, although representing a small segment of the population, express habits and attitudes that are parallel to those with other populations of skilled adult readers. The primary influences reported on their reading skills are their own motivation and interests as well as the influence of their parents and schools. As with most other skilled readers, the participants used a range of strategies when reading, including monitoring their comprehension, making connections with the text, and evaluating. The information gained from this initial study of skilled deaf readers indicates that deaf readers are capable of and do use a number of reading strategies effectively; that these strategies are comparable to those strategies used by other skilled bilingual readers; and that incorporating the input and perspective of deaf participants is an effective way of determining their attitudes, habits, and behaviors. Implications for instruction of developing deaf readers are discussed.