Exploring Deaf and Hard of Hearing Students' Engagement in Reading Comprehension Strategies in Elementary School

Autor/inn/en	Ali Alasmari; Ali Albalhareth
Titel	Exploring Deaf and Hard of Hearing Students' Engagement in Reading Comprehension Strategies in Elementary School
Quelle	In: American Annals of the Deaf, 170 (2025) 3, S. 120-140Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-726X
Schlagwörter	Forschungsbericht; Deafness; Hard of Hearing; Learner Engagement; Reading Comprehension; Reading Strategies; Elementary School Students; Foreign Countries; Sign Language; Direct Instruction; Language Fluency; Translation; Prior Learning; Cooperative Learning; Reading Instruction; Ethnography; Student Attitudes; Saudi Arabia + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Leseverstehen; Reading strategy; Leselernstufe; Lesetechnik; Ausland; Gebärdensprache; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Language skill; Language skills; Sprachkompetenz; Vorkenntnisse; Kooperatives Lernen; Leseunterricht; Ethnografie; Schülerverhalten; Saudi-Arabien
Abstract	The reading level of a number of students who are deaf or hard of hearing (DHH) is lower than that of non-DHH students because DHH children generally experience delays in their exposure to language and may also be diagnosed with learning disabilities. This study explored the reading comprehension strategies that first-grade DHH students adopted, with specific attention to the roles that both explicit and implicit instruction play. Using an ethnographic qualitative approach, a teacher and four first-grade DHH students were observed and interviewed to provide insight into the instructional practices and strategies most commonly used by students and teachers of DHH children. The findings revealed that the strategies DHH students employed varied depending on their cultural background and fluency in Saudi Sign Language (SSL). During implicit instruction, students frequently used strategies such as thinking together, activating prior knowledge, and translating Arabic texts into SSL. In contrast, explicit instruction was associated with more structured strategies, such as summarizing in SSL and writing responses based upon the texts. The results demonstrated that retelling and summarizing activities using SSL emerged as a particularly significant strategy for reading comprehension. Future research should examine instructional methods that provide effective support to develop DHH learners' summarization writing skills. (As Provided).
Anmerkungen	Gallaudet University Press. 800 Florida Avenue NE, Denison House, Washington, DC 20002-3695. Tel: 202-651-5488; Fax: 202-651-5489; Web site: https://gupress.gallaudet.edu/Journals/American-Annals-of-the-Deaf
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2026/2/06