Article Sidebar

Submitted
Jul 14, 2020
Published
Jul 14, 2020
Download
PDF
Statistic
Read Counter : 341 Download : 500

Main Article Content

Abstract

The purpose of this study was to  investigate the effectiveness of using the reciprocal teaching strategy on improving the reading comprehension of deaf students in Jordan. The reading comprehension was measured at the literal and inferential levels. The total number of deaf participants was  10 grade six students: 5 males and 5 females The students were selected from the Marka School for Hearing Challenges overseen by the Ministry of Education. The available study sample was divided into two groups: The experimental group consisting of 5 students 2 females and 3 males was taught using the Reciprocal Teaching Strategy and the control group consisting of 5 students  3 females and 2 males  was taught using the conventional strategy. The results showed that there was a statistically significant difference at the alpha level of .05 on the location and form of performance of deaf students on the posttest due to the teaching strategy. The group that  used the reciprocal teaching strategy with its two levels (literal and inferential) performed better than the group that used the conventional strategy. Also, the results showed no statistically significant difference due to gender at the alpha level of .05 on the location and form of performance on the posttest. Moreover,   the results revealed a significant difference at the alpha level of .05 on the location and form on the posttest due to the interaction between the teaching strategies and gender. Males and females who received the reciprocal teaching strategy performed significantly better than the participants who received the conventional method.

Keywords

Reciprocal teaching strategy reading comprehension deaf students.

Article Details

References

  1. راغب، رحاب (2009). الصُّم وتجهيز المعلومات. الإسكندرية: دار الوفاء للطباعة والنشر.
  2. الريس، طارق والعواد، هديل (2013). فعالية تطبيق إستراتيجية (نظرة تمهيدية – استعراض– مراجعة) (Preview – View –Review) في تحسين مهارات فهم المقروء الحَرْفِي المباشر للطالبات الصُّم في المرحلة الأساسية، مجلة العلوم التربوية والنفسية، 6(2)، 1- 96.
  3. الزريقات، إبراهيم (2009). الإعاقة السمعية: مبادئ التأهيل السمعي والكلامي والتربوي. عمان: دار الفكر ناشرون وموزعون.
  4. الزريقات، إبراهيم (2011). تقييم مهارات القراءة لدى الطلبة المعاقين سمعياً في الأردن وعلاقتها ببعض المتغيرات ذات الصلة، مجلة العلوم التربوية، 83(4)، 1- 32.
  5. الزهراني، احمد (2016). اثر إستراتيجية التدريس التبادلي في تحسن مهارات فهم المقروء لدى التلاميذ ذوي الإعاقة السمعية، المجلة الدولية التربوية، 5 (10)، 295- 312.
  6. العلوي، ضحى (2012). أثرا إستراتيجية التدريس التبادلي في التحصيل وتحسين مهارات التفكير ما وراء المعرفة لدى طالبات الصف الرابع الأدبي لمادة علم الاجتماع. رسالة ماجستير (غير منشورة). جامعة بغداد، العراق.
  7. القمش، مصطفى والمعايطة، خليل (2007). سيكولوجية الأطفال ذوي الاحتياجات الخاصة، عمان: دار المسيرة.
  8. محمد، عادل (2004). الإعاقة الحسية، القاهرة: دار الرشاد.
  9. هلاهان، دانيال وكوفمان، جيمس وبولين، بيدجت (2013). الطلبة ذوي الحاجات الخاصة: مقدمة في التربية الخاصة. (مترجم: جروان، فتحي والخمرة، حاتم وبن صديق، لينا وطبال، سهى والعمايرة، موسى ومقداد، قيس وآخرون). الأردن: دار الفكر. (تاريخ النشر الأصلي 2012).
  10. Al-Hilawani, Y. A. (2003). Clinical Examination of Methods of Teaching Reading Comprehension to Deaf and Hard-of-Hearing students: From Research to Classroom Applications. Journal of Students and Deaf Education, 8(2), 146 - 156.
  11. Andrews, J. F. (1988). Deaf children's acquisition of Prereading skills using the reciprocal teaching procedure. Exceptional children, 54(4), 349-355.
  12. Benedict, K. M., Rivera, M. C., & Antia, S. D. (2014). Instruction in metacognitive strategies to increase deaf and hard-of-hearing students’ reading comprehension. Journal of deaf studies and deaf education, 20(1), 1-15.
  13. Bickham, L. M. (2015). Reading Comprehension in Deaf Education: Comprehension Strategies to Support Students Who are Deaf or Hard of Hearing. published Master Thesis, Saint John Fisher College,2015.
  14. Carlson, N. (2007). Physiology of behavior. Boston: Allyn & Bacon.
  15. Dockery, K. F. (2013). The Reading Comprehension of Deaf/Hard-of-Hearing Jamaican Students: The Contributions of Intellectual Ability, Sign-Language Comprehension, Vocabulary Knowledge, and Metacognitive Awareness (Doctoral dissertation, McGill University).
  16. Dyer, A., MacSweeney, M., Szczerbinski, M., Green, L., & Campbell, R. (2003). Predictors of reading delay in deaf adolescents: The relative contributions of rapid automatized naming speed and phonological awareness and decoding. Journal of Deaf Studies and Deaf Education, 8(3), 215-229.
  17. Garrison, W., Long, G., & Dowaliby, F. (1997). Working Memory Capacity and Comprehension Processes in Deaf Readers. Journal of Deaf Studies and Deaf Education 2(2), 78-94.
  18. Jackson, D. W., Paul, P. V., & Smith, J. C. (1997). Prior knowledge and reading comprehension ability of deaf adolescents. Journal of Deaf Studies and Deaf Education, 172-184.
  19. Johnson, R., Liddell, S., & Erting, C. (1989). Unlocking the Curriculum: Principles for Achieving Access in Deaf Education. Washington: Gallaudet University.
  20. Ju, J. M. (2009). The Effects of Multimedia Stories of Deaf or Hard - of-Hearing Celebrities on the Reading comprehension and English Words Learning of Taiwanese Students with Hearing Impairment, Asian Journal of Management and Humanity Sciences, 4(3), 91- 105.
  21. Kilngner, J. K & Vaughn, s. (1996). Reciprocal teaching of reading comprehension strategies for students with learning disabilities who use English as a second language. The Elementary School Journal, 96(3), 275-293.
  22. Lederberg, A. R., Schick, B., & Spencer, P. E. (2012). Language and literacy development of deaf and hard-of-hearing children: successes and challenges. Developmental psychology, 49 (1), 15.
  23. Lederer, J. M. (2000), Reciprocal Teaching of Social Studies in Inclusive Elementary Classrooms. Journal of Learning Disabilities, 33 (1), 91- 106.
  24. Maina, E. N., Kochung, E. J., & Oketch, O. (2014). Learning Strategies Used by Deaf Students in English Reading Comprehension in Secondary Schools for the Deaf in Kenya: Implications on Academic Achievement, Educational Research, 5(4) ,122-130.
  25. Marschark, M., & Harris, M. (1996). Success and failure in learning to read: The special case (?) of deaf children. Reading comprehension difficulties: Processes and intervention, 12, 279-300.
  26. Marschark, M., & Wauters, L. (2008). Language comprehension and learning by deaf students. Deaf cognition: Foundations and outcomes, 309-350.
  27. Monreal, S. T., & Hernandez, R. S. (2005). Reading Levels of Spanish Deaf Student, American Annals of the Deaf, 150(4), 379-389.
  28. Moeller, M. P. (2000). Early intervention and language development in children who are deaf and hard of hearing. Pediatrics, 106(3), e43-e43.
  29. Northern, J. L., & Downs, M. P. (2002). Hearing in children. Lippincott Williams & Wilkins.
  30. Paul, P. (2003). Processes and components of reading. Handbook of deaf studies, language, and education, 97-109.
  31. Palincsar, A. S. (1986). Metacognitive strategy instruction. Exceptional children, 53(2), 118-124.
  32. Rascevska, M. (2016). Reliability and Validity of Latvian Sign Language Comprehension Test (LSLCT) for Deaf and Hearing Impaired Children. Journal of Educational and Social Research, 6 (2), 237- 246.
  33. Razalli, A. R., Thomas, R. O., Mamat, N., & Yusuf, N. (2018). Using Text with Pictures in Primary School to Improve Reading Comprehension for Hearing Impaired Students. Journal of ICSAR, 2(1), 19-27.
  34. Rinaldi, P., & Caselli, C. (2008). Lexical and grammatical abilities in deaf Italian preschoolers: The role of duration of formal language experience. Journal of deaf studies and deaf education, 14(1), 63-75.
  35. Sartawi, A., Al-Hilawani, Y. A., & Easterbrooks, S. R. (1998). A pilot study of reading comprehension strategies of students who are deaf/hard of hearing in a non-English-speaking country. Journal of Children's Communication Development, 20(1), 27-32.
  36. Snow C. Reading for Understanding. Towards an R&D Program in Reading Comprehension. RAND CORP SANTA MONICA CA; 2002.
  37. Torres, S., Rodriguez, J. M., Garcia-Orza, J., & Calleja, M. (2008). Reading comprehension of an inferential text by deaf students with cochlear implants using cued speech. Volta Review, 108(1), 37-59.
  38. Van Staden, A. (2013). An evaluation of an intervention using sign language and multi-sensory coding to support word learning and reading comprehension of deaf signi ng children. Child Language Teaching and Therapy, 29(3), 305-318.