El dominio de la competencia lectora es esencial en la transición a la adultez y la proyección educativa y profesional. Este estudio se planteó conocer el perfil lector de adultos con sordera y explorar la relación entre la comprensión de textos expositivos y otros procesos lectores (lectura de palabras y frases) así como su relación con el uso de prótesis, nivel de estudios, género y conocimiento de lengua de signos. Adultos con y sin pérdida auditiva con estudios obligatorios completados e igualados en promedio de edad cronológica completaron un grupo de pruebas estandarizadas de evaluación de lenguaje oral y escrito. No se observaron diferencias entre los grupos en las habilidades léxicas ni en la memoria operativa verbal. Aunque el grupo con sordera mostró en promedio un desempeño inferior al esperado en comprensión gramatical y de textos expositivos, la mitad alcanzó niveles típicos en comprensión expositiva. En este grupo, dicha comprensión se asoció principalmente al dominio gramatical, mientras que en las personas oyentes dependió sobre todo del reconocimiento de palabras poco frecuentes. En cuanto a los factores audiológicos, los participantes con sordera que lograron una buena comprensión expositiva fueron aquellos que presentaban menor grado de pérdida auditiva, usaban adaptación protésica bimodal (audífonos e implantes cocleares), tenían conocimiento de lengua de signos y eran mujeres. Este estudio contribuye a entender los diversos perfiles de alfabetización de adultos sordos y sugiere la necesidad de indagar en mayor medida en las características protectoras de los buenos lectores como alternativa al estudio del déficit.

Appears in: INTED2024 Proceedings Publication year: 2024Pages: 7291-7297ISBN: 978-84-09-59215-9ISSN: 2340-1079doi: 10.21125/inted.2024.1915Conference name: 18th International Technology, Education and Development ConferenceDates: 4-6 March, 2024Location: Valencia, Spain

Uno de los retos de la Agenda 2030 para el desarrollo sostenible es la transversalidad en el apoyo y participación entre agentes y servicios de la universidad y del entorno social. Este proyecto se dirige especialmente a los objetivos asociados al “ODS 4: Garantizar una educación inclusiva, equitativa y de calidad y promover oportunidades de aprendizaje durante toda la vida para todos” y “ODS 10: Reducción de las desigualdades”. En la Universitat de València se ha producido un progresivo aumento de alumnado con discapacidad a lo largo de los años como muestra la memoria de actividades de UVDiscapacidad del año 2023. Por tanto, es imprescindible conocer y poner en valor los principios del Diseño Universal para formar al alumnado especialista en Educación Especial, así como adaptar la docencia para no producir desigualdades. Por ello, se han planteado dos líneas de actuación: Accesibilidad digital de material y participación en programas de aprendizaje-servicio con entidades sociales de personas con discapacidad. Esta comunicación muestra algunos de los resultados obtenidos en los que destaca el alto grado de compromiso reflejado por el estudiantado en el desarrollo de actividades y su utilidad para pensar en el futuro sobre la necesidad de concebir materiales accesibles desde su origen

This investigation explored the use of the Internet in Spain by young adults with intellectual disability who were active Internet users, as well as their perceptions and those of their relatives about the Internet's potential benefits and risks for this population. Additionally, this study explored changes in these perceptions and the Internet use during the home confinement due to the COVID-19 pandemic. A sample of 35 young adults with intellectual disability and one of their relatives, respectively (i.e. 35 relatives), completed an online survey during May 2020. Results indicated that young people with intellectual disability are aware of the potential risks to a limited extent. In addition, the participants with intellectual disability increased their Internet use and their perception of its benefits during confinement. However, their relatives gave greater importance to the potential risks, but scarcely supervised young adults with intellectual disability when accessing the Internet. We conclude that, beyond computer literacy and web access skills, young people with intellectual disability may need further training on how to identify and deal with the potential risks of the Internet use, and how to maximise its potential benefits. We also highlight the need to provide their relatives with more educational resources.

Purpose: The aim of the study was to analyze how face masks influence speech perception and time spent looking at the speaker's mouth and eyes by adults with and without hearing loss. Method: Twenty participants with hearing loss and 20 without were asked to repeat Spanish words presented in various conditions, including different types of face masks (no mask, transparent window mask, and opaque mask FFP2) and presentation modes (audiovisual, video only, and audio only). Recognition accuracy and the percentage of time looking at the speaker's eyes and mouth (dwell time) were measured. Results: In the audiovisual condition, participants with hearing loss had significantly better word recognition scores when the speaker wore no mask compared to when they wore an opaque face mask. However, there were no differences between the transparent mask and no mask conditions. For those with typical hearing, the type of face mask did not affect speech recognition. Audiovisual presentation consistently improved speech recognition for participants with hearing loss across all face mask conditions, but for those with typical hearing, it only improved compared to video-only mode. These participants demonstrated a ceiling effect in audiovisual and audio-only modes. Regarding eye movement patterns, participants spent less time looking at the speaker's mouth and more time at the eyes when the speaker wore an opaque mask compared to no mask or a transparent mask. Conclusion: The use of transparent face masks (ClearMask-type model) is recommended in contexts where face masks are still used (hospitals) to prevent the hindering effect of opaque masks (FFP2-type model) in speech perception among people with hearing loss, provided that any fogging of the window of the transparent mask is controlled by wiping it off as needed and the light is in front of the speaker to minimize shadows.

In response to the COVID-19 pandemic, universities made face masks mandatory during face-to-face classes and/or switched to virtual classes. Such situations pose a challenge for students with hearing loss as they generate listening conditions that make speech comprehension difficult. This study aimed to explore the listening difficulties perceived by Italian university students with hearing loss (HL) and typical hearing (TH) as well as their adoption of self-advocacy strategies . We measured listening difficulties as a function of teaching modality (face-to-face and virtual classes) and the type of face mask (opaque and transparent) worn by the lecturer. In face-to-face classes, the most challenging situations for HL students involved speech comprehension when groups of students were working simultaneously and lecturers talked and moved at the same time during their lessons. The use of transparent masks, compared to opaque one, by the lecturer did not reduce the perceived listening difficulties . In virtual classes, the greatest listening difficulties for HL students occurred when the lecturer's face was not visible or she/he did not use a microphone, while subtitles and sign language interpreters were speech comprehension facilitators. The TH group perceived the same situations as most challenging both in face-to-face and virtual classes, albeit to a lesser extent than the HL respondents. Despite most students demonstrated proactive self-advocacy strategies to improve speech comprehension, in some listening contexts inactive behaviors still persisted. To reduce the listening difficulties posed by pandemic measures, training to improve students' self-advocacy strategies and educators' hearing loss awareness behaviors, as well as the development of interventions aimed at reducing noise in classes, are essential to improve speech perception among HL students.

Students with Autism Spectrum Disorder (ASD) tend to struggle with reading comprehension, often resulting in difficulties with inference generation. While most of the previous research has focused on the product of comprehension, we report a preliminary validation of an experimental reading task in English to measure, by means of eye-movements, the time course of generating consistent and inconsistent inferences during reading. The task was tested with a group of 12 students with ASD (age range: 10–15) who showed accuracy differences between inference and control conditions. Participants spent longer reading in the inconsistent than control condition regarding go past times and second pass times and made more regressions into the target and post-target regions, but these differences were not significant.

Text comprehension, a daily academic activity in primary and secondary school, is especially challenging for deaf or hard of hearing (DHH) students. The present study analyzed the effect of text genre (narrative vs. expository) on accuracy and eye-movement patterns during text comprehension by DHH students (ages 9-15 years) when compared to a typically hearing (TH) control group matched for chronological age. Comprehension accuracy was found to be similar across text genres for both groups, though TH participants outperformed DHH participants. Regarding eye movements, both groups spent more time and made more regressive fixations in the expository text than in the narrative text, but DHH participants showed longer saccade amplitude in the expository than in the narrative, which could be interpreted as indicating better self-regulation of DHH readers in the easiest and more familiar narrative text structure.

BACKGROUND:The Internet provides individuals with intellectual disability with access to information and participation in a broader society, but it also presents risks when content is difficult to comprehend. This study aimed to test whether students with intellectual disability enhanced their comprehension of online blogs as a function of the format (text vs. video) and linguistic simplification.METHOD:Young students with intellectual disability read or watched text and video-blog posts about environment, health, society, and technology in their original version or a linguistically simplified/easy-to-read version. Then, they completed tests that assessed their reading processing (e.g., calibration) and comprehension of blog content.RESULTS:Participants predicted that they would correctly answer 80% of the comprehension questions, but their average comprehension of the blog posts was 55%, regardless of the condition. Previous levels of students' reading comprehension skills predicted their blog comprehension scores and interacted with format and simplification. Those participants with higher reading comprehension skills learned more from non-simplified than from simplified blog posts while those with lower levels of reading comprehension skills did not benefit from linguistic simplification nor video-blog format although the difference with regard to higher comprehenders was lower in the video and simplified conditions.CONCLUSIONS:Improving reading comprehension abilities of students with intellectual disability is essential to prevent the digital divide while linguistic simplification is not a useful accommodation and even counterproductive for higher reading comprehenders.

With the purpose of promoting academic inclusion, it is essential for educators to understand the nature underlying poor reading comprehension in children with Autism Spectrum Disorder (ASD). In this study, we examined the time course of anaphor resolution during text comprehension in children and adolescents with ASD and a group of children with Typical Development (TD) matched in chronological age (age range: 9-16) and non-verbal IQ. Their eye movements were monitored as they read short paragraphs in which two factors were manipulated: (1) the semantic typicality of an antecedent (e.g. shark vs. salmon) with regards to a category noun that serves as anaphor (e.g. fish) and (2) the distance between the antecedent and anaphor (e.g. near vs. far). Both, children with ASD and TD showed more and longer first fixations in the near anaphors than in the far anaphors but not in the post-anaphor region which suggests that the effect of distance on anaphor resolution was immediate. The reverse effect of distance indicated that the far condition was too demanding for students of these ages to occur online. Typical antecedents received fewer and shorter revisits than atypical antecedents but only for participants with TD. In contrast, ASD participants did not show such typicality facilitation. Finally, children with ASD made more but shorter fixations and revisits in general than their typical peers. Theoretical and applied implications of our results for the literacy training on ASD participants are discussed.

BACKGROUND:The ways in which students with deafness process syntactic and semantic cues while reading sentences are unclear. While some studies have supported the preference for semantic cues, others have not.AIM:To examine differences in the processing of syntactic versus semantic cues during sentence reading among students who are deaf or hard of hearing (DHH).METHOD:Twenty DHH students (mean age = 12.48 years) and 20 chronologically age-matched students with typical hearing (TH) were asked to read sentences written in Spanish with different grammatical structures and to choose the picture that best matched the sentences' meaning while their eye movements were being registered. The picture options were manipulated so that, in addition to the correct ones, there were lexical distractors and syntactic distractors.RESULTS:The TH participants outperformed the DHH participants in reading complex sentences but not simple sentences in the active voice. In the correctly answered trials, both groups fixated longer and made more fixations on the target than on the syntactic distractor than on the lexical distractor. DHH participants made significantly longer fixations on the lexical distractions.CONCLUSIONS:Our results did not support a strict preference for either lexical or semantic cues in the DHH participants.

What role could have intrinsic motivation toward reading in an extraordinary situation like the recent confinement? This research examines the relationship between intrinsic reading motivation (IRM) and reading habits in an adult population considering types of reading (for leisure, work/study, social networks, and news), gender, and distress generated by the coronavirus disease 2019 (COVID-19) pandemic. Participants were 3,849 adults from Spain who were surveyed about their reading practices: before, during the first weeks, and after several weeks of confinement. Linear mixed effects models (LMMs) were used to analyze data. Results showed a three-way interaction between reading frequency, IRM, and type of reading. Also, distress seems to pose a differential impact depending on the type of reading. The higher the IRM, the lesser the time devoted to study/work reading and the more to social and news reading (at the beginning of confinement). In this sense, IRM can function as a protective factor of reading behavior but only for leisure reading. Results support previous findings of the importance of consciously promoting this type of motivation in all individuals beyond educational contexts, since it seems to be positively related to well-being. Other results and implications are discussed.

DATA REPORT article Front. Psychol., 19 October 2020Sec. Educational Psychology Volume 11 - 2020 | https://doi.org/10.3389/fpsyg.2020.575241

Twenty participants who were deaf and 20 chronological age-matched participants with typical hearing (TH) (mean age: 12 years) were asked to judge the correctness of written sentences with or without a grammatically incongruent word while their eye movements were registered. TH participants outperformed deaf participants in grammaticality judgment accuracy. For both groups, First Pass and Total Fixation Times of target words in correct trials were significantly longer in the incongruent condition than in the congruent one. However, whereas TH students showed longer First Pass in the target area than deaf students across congruity conditions, deaf students made more fixations than their TH controls. Syntactic skills, vocabulary, and word reading speeds (measured with additional tests) were significantly lower in deaf students but only syntactic skills were systematically associated to the time-course of congruity processing. These results suggest that syntactic skills could have a cascading effect in sentence processing for deaf readers.

Previous research have found evidences of both, low traditional literacy skills (e.g. reading) and low digital literacy skills (computers and Internet skills) in the population of young students with intellectual disabilities ID). The main goal of this study was to test if learning content in the Internet was enhanced or interfered by video blog presentation mode for this population. In particular, we explored the metacognitive deficit hypothesis by Ackerman & Goldsmith [1] which predicts that a) monitoring accuracy (difference between predicted and actual comprehension) will be lower in videos than in texts; b) restudy decisions will be more efficient in the text medium (i.e. higher restudy of less comprehended texts), and c) both processes will mediate the expected lower comprehension from videos. Our results showed that learning on digital mediums were highly related to metacognitive skills of participants with ID, with higher monitoring predicting higher comprehension but only when information format was more challenging (video blog with non-linguistic simplification).

Internet offers people with intellectual disabilities (ID) unique opportunities to access information and to participate in society. But concerns have been raised about the potential risks they face when accessing the Internet (e.g. giving credit to false information, being exposed to manipulative content). As part of the current debate between positive risk-taking and overprotection, our study empirically tested the extent to which 43 adults with ID identified and selected topically relevant as well as trustworthy web pages while searching the Internet for several topics (e.g. Can social networks use your pictures for advertisement?). Participants also justified their search decisions. Results revealed that while searching familiar topics (i.e. social networks), participants selected more relevant and trustworthy pages than irrelevant and less trustworthy ones. Searches of less familiar topics (i.e. daily health), were carried out randomly, that is, without applying a specific criterion. Results point to the importance of topic familiarity on people's with ID performance on Internet searching tasks. This pattern of results suggests that, first, we should avoid overprotection when people with ID search for familiar topics and, second, they need more support when searching for information about less familiar topics.

El efecto de Dunning-Kruger es un sesgo cognitivo por el cual los individuos tienden a sobreestimar o subestimar su competencia en un area de conocimiento o respecto de una competencia determinada. En particular, los individuos menos competentes tienden a sobreestimar su competencia y rendimiento, mientras que los sujetos mas competentes tienden a subestimarse, considerando que su competencia y rendimiento es inferior al real. Pese a que este sesgo se ha investigado ampliamente en diferentes ambitos, son muy escasos aun los estudios en poblacion espanola especialmente en estudiantes universitarios. El presente estudio, desarrollado mediante un enfoque cuantitativo, metodo experimental y diseno correlacional/causal (Albert Gomez, 2007), se centro en identificar la posible presencia de este efecto en estudiantes universitarios espanoles. La muestra estuvo compuesta por 240 sujetos de las universidades de Alicante, Valencia e Illes Balears. El instrumento de recogida de datos fue un cuestionario (ENALT1). Los resultados evidencian la existencia del sesgo cognitivo mencionado. Se concluye la necesidad de que el alumnado conozca los efectos que este sesgo puede generar en su desarrollo profesional y que adquieran el mejor nivel posible de competencias en sus estudios como estrategia para mejorar su nivel de autoevaluacion basada en la metacognicion.

BACKGROUND:Young people with intellectual disability (ID) are becoming frequent Internet users, but they present difficulties selecting reliable Internet sources.METHODS:The present authors tested an instructional programme aimed at increasing skills to evaluate information from the Internet of 33 young adult students with intellectual disability enrolled in special needs education (19.4 years). The programme was composed of different web pages that provided conflicting views on a controversial topic. Students participated in small group discussions supported with Wh-question graphic organizers and contrasting cases during seven sessions.RESULTS:Differences between pre- and post-tests indicated that the programme is effective in increasing students' ability to select trustworthy web pages, and to use source characteristics to justify such selection by means of supervised instruction.CONCLUSION:Promoting Internet use in a safe way might increase the opportunities of young people with intellectual disability to make choices and self-determined decisions about their life (Handbook of research-based practices for educating students with intellectual disability, 2016, New York, NY: Taylor & Francis).