Abstract
Reading difficulties of deaf children. The present work analyses the difficulties which profoundly deaf student-children meet when they learn how to read. Different studies on vocabulary, reading comprehension and metaphonology are carried out mostly in English or French comparing profoundly deaf children and non-deaf children. The most of these studies show a significant difference in the development of these two groups regarding language skills and reading acquisition. In this paper, we analyze the results obtained by a group of profoundly deaf Spanish children concerning extent of vocabulary by visual confrontation naming, reading comprehension and metaphonological abilities. The data found are similar to those observed in English and French deaf children.
