Understanding the Average Reading Level of Deaf Individuals

The average reading level of deaf individuals can vary significantly based on several key factors including the age of onset of deafness, the mode of communication used (sign language vs. spoken language), access to education, and individual differences in cognitive abilities.

Factors Affecting Reading Levels

Research indicates that many deaf individuals tend to have lower reading levels compared to their hearing peers. For instance, studies have shown that the average reading level for deaf adults often falls between the third and sixth-grade levels. This can vary widely depending on several factors:

Early Exposure to Language: Deaf individuals who are exposed to sign language at a younger age may have different reading levels compared to those who learn sign language as adults. Use of Communication Mode: The mode of communication (sign language or spoken language) can significantly impact reading proficiency. Signs like ASL (American Sign Language) and BSL (British Sign Language) may not directly translate reading skills from spoken language. Access to Education: Adequate educational support and literacy instruction play crucial roles in determining reading proficiency. Schools that provide specialized deaf education have a significant impact on improving reading levels. Individual Differences in Cognitive Abilities: Each deaf individual may have unique cognitive strengths and weaknesses, affecting their reading skills.

Challenges in Reading Comprehension

One major challenge in reading comprehension is the difficulty in understanding syntax when the test-taker is expected to master it. This is often not a problem till around the 3rd grade level, where students are scored on vocabulary alone.

3rd vs. 4th Grade Reading Tests

At the 3rd grade level, students are typically scored on vocabulary only. However, to score at higher levels, they must master comprehension of syntax and more advanced vocabulary. This includes understanding sentence structure and the relationship between events to comprehend narrative passages.

Here are some examples of how this can be challenging:

Word Order: Changing the order of events in a sentence can make it harder to understand.

Example: Please take the garbage out after you empty the dishwasher. is easier to understand than Please empty the dishwasher before you take out the garbage.

Nested Clauses: Sentences with nested clauses can pose difficulties because the subject of the clause can be vague or ambiguous without supplementary context.

Example: The store manager whose uncle was the original owner would have appreciated that joke. is ambiguous in terms of who appreciates the joke.

Implications for Cognitive Abilities and Verbal Proficiency

Test scores on spoken language or its written representation may not accurately reflect cognitive abilities or verbal proficiency in the preferred language of the deaf individual. For instance, a deaf person who is fluent in sign language may have equivalent or even higher cognitive abilities, but their score on a test designed for spoken language may not reflect this.

Conclusion

While there is no single average reading level that applies to all deaf individuals, many face challenges in reading comprehension. These challenges can be attributed to the unique communication needs of deaf individuals and the impact of their early language exposure. Understanding these factors is crucial in providing appropriate educational support and improving reading proficiency among deaf individuals.