Reading and comprehension of written texts in the Spanish language by deaf students in 5th through 11th Grade

The goal of this investigation was to design and carry out a discursive and interactive pedagogical intervention to facilitate reading and comprehension of written explanatory texts in Spanish in a group of deaf students. The theoretical bases of the research are discursive classes (Bakhtin, 1982); textual comprehension from a discursive and interactive view point (Martinez, 2001, 2004, 2015); restricted code and elaborated code, (Bernstein, 1983) and the socio-anthropological vision for the education of the deaf (Skliar, 1977). The investigation used a quasi-experimental methodology and was carried out in three phases: pretest, pedagogical intervention, and post-test. The results show that the intervention facilitated the reading and comprehension of written explanatory texts that were descriptive or comparative.