ABSTRACT
Hearing-impaired students have some delays in learning language skills such as reading because of hearing loss. To study the effect of promoting educational level on the development of reading comprehension, the students of the 4[th] grade of elementary and last year guidance school were compared based on international test of reading literacy. The project was cross-sectional and the tool used was the international standard booklet of PIRLS 2001. Thirty-six students selected with moderately severe and severe hearing loss from the 4th grade of elementary and last year guidance school from Shahriar, Robatkarim, Karaj and Hashtgerd, Iran, exceptional schools. Comparative statistical analysis was performed using t-test. The first level [focus on and retrieve explicity information] showed a meaningful difference between the last year guidance school and the 4th grade of elementary students [p<0.05], but there were no significant differences in other levels, make straightforward information-interpret and integrate ideas-examine and evaluate content, [p> 0.05]. Hearing-impaired students have difficulties in understanding in deep levels of reading despite promoting educational level. Thus, in making policies for special trainings, continuing the rehabilitation in guidance and high school levels to promote the complex levels of comprehension should be taken more into consideration
ABSTRACT
Listening, speaking, reading and writing are considered the lingual skills. These skills are in direct relation with each other. Listening is the first skill learnt by the individual through development. If damaged by hearing impairment, listening can cause serious defect to lingual skills. The goal of our research was to study the effect of hearing loss on reading literacy in hearing impairment students in comparison with normal hearing students. Study was performed using the examination booklets of Progress in International Reading Literacy Study [PIRLS] 2001. 119 hearing impairment students of 4[th] grade primary school, last year guidance school, and last year high school levels in schools providing exceptional student education were included. These individuals were compared to 46 normal hearing students of 4[th] grade primary school of ordinary schools. Comparative statistical analysis was performed using t-test. Reading literacy and literal contents understanding was shown to have a significant difference between normal hearing and whole hearing impaired student [p<0.05], except the ones in high school level with moderate hearing loss. There was also seen a significant difference between normal hearing and hearing impairment students in understanding of information contents [p=0.03]. Hearing loss has a negative effect on reading literacy. Consequently, curriculum change and evolution of educational programs in exceptional centers is needed, in order to promote reading literacy and to enhance rest hearing