Deaf students' challenges with reading comprehension in the reading language class
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Authors
Bernard-Nnabuike, Chinenye
Issue Date
2023
Educational Level
ISCED 3: Upper secondary education
Curriculum Area
Geographical Setting
Nigeria
Abstract
Context: This study takes place at a Special Education Center Secondary School in Cross River State, Nigeria, focusing on deaf students aged 15 to 17 years. It explores the challenges these students face in reading comprehension in English language classes.
Aims: The research aims to understand the difficulties deaf students encounter with letter-naming during reading comprehension and to develop strategies to enhance their reading skills.
Methods: The study employs focus group discussions using American Sign Language, lesson observations, and reflective practice to identify and address the challenges deaf students face in reading comprehension.
Findings: Deaf students struggled with letter-naming, particularly with letters that look similar but have different orientations, such as 'b' and 'd'. Interventions that involved shifting reading comprehension lessons to the morning, using visual aids, and increasing peer group reading activities showed positive impacts on students' reading comprehension abilities.
Implications: The study highlights the importance of adapting teaching strategies to meet the specific needs of deaf students, such as incorporating visual aids and peer-assisted learning. These interventions can improve deaf students' engagement and performance in reading comprehension tasks.
Aims: The research aims to understand the difficulties deaf students encounter with letter-naming during reading comprehension and to develop strategies to enhance their reading skills.
Methods: The study employs focus group discussions using American Sign Language, lesson observations, and reflective practice to identify and address the challenges deaf students face in reading comprehension.
Findings: Deaf students struggled with letter-naming, particularly with letters that look similar but have different orientations, such as 'b' and 'd'. Interventions that involved shifting reading comprehension lessons to the morning, using visual aids, and increasing peer group reading activities showed positive impacts on students' reading comprehension abilities.
Implications: The study highlights the importance of adapting teaching strategies to meet the specific needs of deaf students, such as incorporating visual aids and peer-assisted learning. These interventions can improve deaf students' engagement and performance in reading comprehension tasks.
Description
Keywords (free text)
english as a foreign language , hearing impairment , deaf students , sign language , exploratory action research