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The Effects of Adjunct Questions in Prose for Deaf and Hearing Students at Different Reading Levels
- American Annals of the Deaf
- Gallaudet University Press
- Volume 137, Number 4, October 1992
- pp. 338-344
- 10.1353/aad.2012.0426
- Article
- Additional Information
In two studies, the author investigated interactions among adjunct question position, reading ability, and direct versus indirect learning outcomes for deaf postsecondary and hearing middle-school students. Adjunct questions were inserted immediately preceding or following brief sections of instructional prose for the purpose of focusing and cognitively activating the readers. Different effects were observed for deaf and hearing readers and for different levels of assessed reading ability. The findings are discussed in terms of reading ability, adjunct activities while reading prose, and direct versus indirect instructive effects.