Evaluación del uso de estrategias sintácticas en lectura por alumnos sordos con y sin implante coclear

This article describes a test designed to assess the use of syntactic strategies and/or semantic strategies in reading by deaf children (with and without cochlear implants); and to assess the development of these strategies during compulsory schooling. Results showed that there are differences in reading strategies according to the use of cochlear implants; in this way, the children who had received a clochlear implantation could use semantic and syntactic strategies in reading sentences, whereas deaf children without cochlear implants use more semantic strategies in reading. These strategies basically consist in processing the most relevant components of the sentence, making an analysis of the meaning and from this infering in the sentence comprehension. However, when the two groups of deaf children are compared with hearing children of the same scholar level, the results showed significant differences in the use of these strategies. Implications of these results for educational practice are being discussed.