Investigating Deaf Students’ Use of Visual Multimedia Resources in Reading Comprehension

TLDR

The study employed a mixed research design with eight deaf students (ages 8‑12) whose viewing behavior of multimedia software—featuring narrative texts, Greek Sign Language videos, pictures, and concept maps—was recorded, and whose reading comprehension was evaluated through questions and retellings. Analysis revealed that while students used the visual resources, they did not strategically exploit them to enhance comprehension, highlighting the need for mediated instruction to develop visual‑literacy skills that support reading.

Abstract

A mixed research design was used to examine how deaf students used the visual resources of a multimedia software package that was designed to support reading comprehension. The viewing behavior of 8 deaf students, ages 8-12 years, was recorded during their interaction with multimedia software that included narrative texts enriched with Greek Sign Language videos, pictures, and concept maps. Also, students' reading comprehension was assessed through reading comprehension questions and retelling. Analysis of the students' viewing behavior data, their answers to reading comprehension questions, their "think alouds," and their story retells indicated that they used visual resources, but they did not exploit them in a strategic manner to aid their reading comprehension. The study underscores the important role of mediated instruction in "visual literacy" skills that enable students to learn how to process visual aids in a way that supports their reading comprehension.