Building vocabulary knowledge, especially breadth and depth of word meanings, is a crucial step in assisting students to read and comprehend print independently. A large body of research has documented the low reading achievement levels of a number of Deaf and hard-of-hearing (DHH) students. The goal of the present study was to examine the effects of a vocabulary intervention to teach 24 multiple-meaning words to fourth-grade DHH students in Saudi Arabia by utilizing a single-case experimental design (multiple probe design across participants). A total of 5 students with a profound hearing loss participated in the study. About 3 of 5 received the intervention, whereas two other students served as an additional control component and were administered the pretest and posttest only. The data showed that there was a significant improvement in the recognition and comprehension scores of students who received the intervention. In contrast, students who did not receive the intervention showed no significant improvement on the posttest.
As indicated in this Special Issue, there has been much debate on the development of English language and literacy in d/Deaf and hard of hearing (d/Dhh) students. Questions remain on the nature of the first language and the relation of this language to the development of English literacy. There is also considerable controversy on the role of English phonology. Adding to the complexity is the increase of d/Dhh children for whom English is not the home language and the ongoing challenge of addressing the needs of those with disabilities or additional disabilities. After describing English literacy and the need for documenting desirable research characteristics, the authors of this conclusion article utilize a construct named the Qualitative Similarity Hypothesis (QSH) as the guiding framework for addressing issues such as the role of phonology and the nature of the through-the-air form of the language of print. The QSH asserts that d/Dhh students need to master the same set of fundamentals as typical English literacy learners. These fundamentals include code-related, language-related, and comprehension-related skills. One major assertion is that proficiency in the through-the-air form of English is essential for achieving proficiency in conventional English literacy skills. It is argued that the importance of English language proficiency has been emphasized in literacy models that delineate the strong connections among language, reading, and writing, even for second language learners of English or English learners. Another major assertion is that proficiency in English phonology is necessary (albeit not sufficient) for the development of emerging decoding skills. The use of English phonology facilitates the early and advanced literacy comprehension skills. The article concludes with recommendations for additional research, including the understanding of the visual representation of the structure of English, the development of comprehensive English language assessments, and the exploration of literacy-related skills such as decoding and comprehension. Finally, the validity of the QSH also needs to be further investigated.sections of a country. It should be acknowledged, however, that, in some countries, the relationship between the through-the-air and written forms is complex, due, in part, to the number of dialectical variations of speech or the encroachment of the influences of other languages on the mainstream society's language form [4,5]; also, see the review in [6], for Arabic as an example).Confining our emphasis to English, one of the major challenges for d/Dhh children and adolescents is to develop proficiency in literacy (reading and writing) skills in this majority language of society [7][8][9][10][11][12]. Since the beginning of the 20th century, it has been well documented that many students with severe to profound hearing loss and some with a moderate loss-in the better unaided ear-graduate from high school (after 12-15 years of compulsory education) reading at about a 4 th grade level. Albeit this lev...
This article details a study that was designed to explore the differences and similarities with deaf and hard of hearing students regarding learning new vocabulary knowledge through the sign language. The purpose of this study was to know whether or not students who are deaf and hard of hearing are similar to their hearing peers when learning new vocabulary knowledge. Also, the study explores what support teachers need in order to make the learning environment more effective and helpful. The study took a place in the United States in an urban public school's fourth grade reading classroom. No research studies have employed ethnographic methods to provide information about how deaf and hard of hearing students learning new vocabulary knowledge in the classroom. An ethnographic approach can provide insights into the learning and teaching of literacy that quantitative methods alone cannot illustrate. The research findings show that deaf students faced many challenges in comprehending many words. However, they are qualitatively similar in terms of the learning process, but quantitatively delayed. Additionally, the teachers need additional support in applying technology and co-teaching while teaching deaf or hard of hearing students.
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