Cognitive process implicated deaf reading

Abstract

Research on reading learning by deaf students has gone from a focus on their deficits such as lack of auditory capabilities to wider views attempting to explain the phenomenon based upon specific visual characteristics of the students. This wider view has lead to explore the cognitive processes involved in deaf reading from new perspectives, which suggests that although the basic processes underlying reading learning are the same for people, regardless their auditory status, both the learning strategies used and the codes of access to the written information seem to be different for deaf people.