Abstract

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.

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Additional Information

ISSN
1543-0375
Print ISSN
0002-726X
Pages
pp. 338-344
Launched on MUSE
2013-04-22
Open Access
No
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