Assessing the Reading Instruction Knowledge of Teachers of the Deaf and Hard of Hearing: A Mixed-Methods Study

Autor/in	Alqraini, Faisl M.
Titel	Assessing the Reading Instruction Knowledge of Teachers of the Deaf and Hard of Hearing: A Mixed-Methods Study
Quelle	In: American Annals of the Deaf, 167 (2022) 4, S.515-532 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-726X
Schlagwörter	Reading Skills; Foreign Countries; Reading Instruction; Deafness; Hearing Impairments; Knowledge Level; Reading Strategies; Phonemic Awareness; Vocabulary; Reading Comprehension; Elementary School Teachers; Saudi Arabia + Suchen Sie Ihr Suchwort? Reading skill; Lesefertigkeit; Ausland; Leseunterricht; Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Wissensbasis; Reading strategy; Leselernstufe; Lesetechnik; Wortschatz; Leseverstehen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Saudi-Arabien
Abstract	Improving reading skills is considered one of education's highest priorities. The present study investigated teachers' knowledge of reading skills instruction in the Kingdom of Saudi Arabia (KSA). A mixed-methods design was used to obtain data that would improve understanding of teachers' knowledge about teaching reading skills to d/Deaf and hard of hearing (d/Dhh) students. Fifty-five teachers of d/Dhh students completed a questionnaire; 26 of the teachers were interviewed in the qualitative portion of the study. Correlation analysis of the model strategies showed significant positive correlations within and among four reading strategies for KSA d/Dhh students: teaching phonemic awareness, teaching to associate letter shapes with their sounds, teaching vocabulary, and teaching reading comprehension The study also found that a significant number of the teachers had sufficient knowledge about teaching reading skills; therefore, no statistically significant differences were attributable to the variables in the study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01