Difficulties in monitoring reading comprehension result in poor comprehension. One key aspect of monitoring is metacomprehension, which refers to one’s awareness of one’s own reading comprehension. Previous studies have observed difficulties in metacomprehension among the deaf or hard-of-hearing (DHH) population. This study aims to determine whether the metacomprehension of DHH students corresponds to their reading score and whether they are truly capable of adjusting their metacomprehension to the difficulty of the text. We evaluated 25 Spanish-speaking DHH students with reading scores approximately equivalent to Grades 5 or 6 of Primary School. Participants were asked to read a text and answer questions. The texts corresponded to three levels of difficulty (explicit, inferable, and noninferable). The results revealed that the metacomprehension of DHH students corresponded to their reading score. The DHH population may have better reading metacomprehension than is typically assumed, although the manifestation of this skill may depend on the type of task demanded of them (comprehension judgment or knowledge judgment).

中文翻译：

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西班牙聋哑学生的阅读元理解


监控阅读理解的困难导致理解能力差。监控的一个关键方面是元理解，它指的是一个人对自己阅读理解能力的认识。先前的研究已经观察到聋哑人或听力困难 (DHH) 人群的元理解存在困难。本研究旨在确定 DHH 学生的元理解是否与其阅读成绩相对应，以及他们是否真正有能力根据文本难度调整元理解。我们评估了 25 名西班牙语 DHH 学生，他们的阅读成绩大约相当于小学 5 年级或 6 年级。参与者被要求阅读一段文字并回答问题。这些文本对应于三个难度级别（明确的、可推断的和不可推断的）。结果显示，DHH 学生的元理解与其阅读成绩相对应。 DHH 人群可能具有比通常假设的更好的阅读元理解能力，尽管这种技能的表现可能取决于他们所要求的任务类型（理解判断或知识判断）。