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A Study of reading comprehension ability of hearing impaired college students through sentence presentation methods

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2008, 9(4), pp.397-413
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education

옥정달 1

1나사렛대학교

Accredited

ABSTRACT

The purpose of this study is to analyze the reading comprehension ability of college students who have hearing impairments. The methods of analysis are sign language presentation and letter presentation. For this study, thirty students participated and they didn’t have any other disorder except hearing impairment. They were divided into two categories. The first category is the school they came from. 17 students graduated from regular schools and 13 students graduated from special schools. The other is their main communication tools. 16 students were sign language users and 14 students were oral language users. The text for the test is the Basic Ability Examination’s Reading Part Ⅱ. The data is analyzed with paired T-test to find out the difference between sign language presentation and letter presentation. The result of this study is summarized as follows. First, when sign language method is presented to the students, there is no significant difference between the score of regular school graduates and that of special school graduates. Also, there is no significant score difference between oral language users and sign language users. Second, when letter method is presented to the students, there is no significant difference between the score of regular school graduates and that of special school graduates. Also, there is no significant score difference between oral language users and sign language users. Third, comparing with above results according to the school and the communication tool, there is no significant difference between sign language presentation and letter presentation among 17 regular school graduates. Also, there is no significant difference among 13 special school graduates. In the same way, there is no significant difference between sign and letter presentation among 16 sign language users. Also, there is no significant difference among 14 oral language users. Therefore, there is a limit for teaching to hearing impaired students with oral language even though they have been received a thorough oral education since they were very young. Without the systematic sign language education, they couldn’t improve their reading comprehension ability. In my opinion, it is necessary that the students have to receive a good education in sign language. Moreover, for the exact evaluation of the hearing impaired students, the sign language method should be presented as well as other oral and letter methods. It is certain that sign language doesn’t interfere with language learning.

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