Empirical Article Instruction in Metacognitive Strategies to Increase Deaf and Hard of Hearing Students ’ Reading Comprehension

The purpose of this intervention study was to examine the use of a metacognitive strategy, the Comprehension, Check, and Repair strategy, on strategic reading behavior, nonstrate-gic reading behavior, and reading comprehension of students who are deaf or hard of hearing (D/HH). A multiple baseline design was used across 3 teacher–student dyads. Frequency data were collected on students ’ strategic reading behavior. Reading comprehension was assessed by counting the num-ber of details the students retold after reading a content area passage. Results showed (a) an increase in strategic reading behavior for Students A, B, and C; and (b) an increase in read-ing comprehension for Student A, and possibly for Student B. Social validity data indicated high acceptability of the intervention. Teachers not only continued to use the strategy with their students after the study ended, but also introduced it to other students with whom they worked. Instruction in metacognitive strategies to increase strategic reading behav-ior may be an effective means by which to increase reading comprehension for D/HH students. Reading comprehension is an ongoing concern for stu-dents who are deaf or hard of hearing (D/HH). The median performance scores of D/HH students who participated in Gallaudet Research Institute’s national norming of the Stanford Achievement Test, 9th Edition indicated less than partial mastery of the knowledge and skills necessary in reading to satisfactorily com-plete grade-level work and advance to the next grad