Deaf students’ metacognitive awareness during language comprehension

This study explored deaf and hearing university students’ metacognitive awareness with regard to comprehension difficulties during reading and classroom instruction. Utilising the Reading Awareness Inventory (Milholic, V. 1994. An inventory to pique students’ metacognitive awareness of reading strategies. Journal of Reading 38: 84–6), parallel inventories were created to tap metacognitive awareness during comprehension of sign language (deaf students) and spoken language (hearing students). Overall, both deaf and hearing students appeared to have greater metacognitive awareness of ongoing comprehension and repair strategies during reading than during instruction in the classroom, but deaf students scored lower than hearing students in both modalities. Deaf students were no more likely than hearing students to report adopting inappropriate strategies, but both groups indicated they were more likely to do so in classroom contexts than during reading.     

Are News Media Substitutes? Gratifications,Contents, and Uses

Internet is generally expected to have one of two effects on traditional news media: It displaces them, or it forces them into distinct market niches. A shared assumption underlying both expectations is that news media displacement, or substitution, is a function of the degree to which news media are functional equivalents. This article explores this assumption from a niche theoretical perspective, using survey data from 2 student samples as illustrative cases. Findings indicate that, for these students, news media substitution does not depend on functional equivalence of media in providing gratifications and gratification opportunities or types of content. Post hoc analyses suggest instead that, for this particular audience, media use depends on habit and media accessibility. Follow-up studies should further investigate these relations for representative samples.