Corrigendum to: Time-Course of Grammatical Processing in Deaf Readers: An Eye-Movement Study

Did the three little pigs frighten the wolf? How deaf readers use lexical and syntactic cues to comprehend sentences

Abstract 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.…

READ-COGvid: A Database From Reading and Media Habits During COVID-19 Confinement in Spain and Italy

Time-Course of Grammatical Processing in Deaf Readers: An Eye-Movement Study.

Abstract 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 t…

Learning through video blogs

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 restud…

Retos de la educación online en estudiantes con sordera

Evaluar mediante un cuestionario las dificultades de escucha que afronta el alumnado universitario con pérdida auditiva cuando recibe clases virtuales. No sólo hablaremos de alumnado con sordera sino también con hipoacusia en los que la percepción del habla, especialmente en entornos ruidosos, se ve afectada. Dentro del Proyecto “Impacto de las mascarillas faciales en la percepción del habla en el aula”