Comprehension for Learners Who are Deafblind: Perspectives From Teachers, Interveners, and Parents

Abstract

Deafblindness is complex, and there is very limited research on literacy for learners who are deafblind, including on comprehension. This study investigated current practices for comprehension development for learners who are deafblind. Data were collected through a survey and interviews from 63 participants that included teachers, interveners, and parents. Thematic analysis resulted in the emergence of themes and strategies related to supporting and measuring comprehension during shared reading for learners who are deafblind. Strategies for supporting comprehension include multiple communication forms, customizing the text, repeating, exploring materials, and integrating technology. For measuring comprehension strategies include questioning, completing phrases, commenting and discussing, retelling, sequencing, and extension activities. Implications for research include future investigations on the effectiveness of the strategies currently reported to support and measure comprehension. Implications for practice include developing understanding by supporting communication and access during shared reading while using multiple measures of comprehension.