Journal Article

Reading Vocabulary Knowledge and Deafness

Peter V. Paul

in The Journal of Deaf Studies and Deaf Education

Volume 1, issue 1, pages 3-15
Published in print January 1996 | ISSN: 1081-4159
Published online January 1996 | e-ISSN: 1465-7325 | DOI: http://dx.doi.org/10.1093/oxfordjournals.deafed.a014279
Reading Vocabulary Knowledge and Deafness

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With respect to reading vocabulary knowledge and deafness, this article addresses two broad questions: (1) Why is vocabulary knowledge related to reading comprehension ability? (2) How is reading vocabulary (i.e., word meanings) acquired? The article argues that the answers to these questions are best addressed by a vocabulary acquisition model labeled the knowledge model. In essence, this model asserts that both breadth and depth of vocabulary knowledge are critical. It is necessary to teach vocabulary, especially to poor readers, who are not likely to derive many word meanings from the use of context during natural or deliberate reading situations. On the basis of theoretical and research syntheses, the article offers implications for vocabulary instruction for deaf children and adolescents.

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Subjects: Education ; Linguistics ; Teaching of Specific Groups and Special Educational Needs

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