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Journal of Deaf Studies and Deaf Education 8:2 2003
© 2003 Oxford University Press

Empirical Article

Clinical Examination of Three Methods of Teaching Reading Comprehension to Deaf and Hard-of-Hearing Students: From Research to Classroom Applications

Yasser A. Al-Hilawani

Kuwait University

This study shows how to integrate research-based teaching methods in reading comprehension with real classroom teaching activities. The performance of 30 male (n = 13; mean age = 11.51 years) and female (n = 17; mean age = 12.11 years) deaf and hard-of-hearing students from the United Arab Emirates (UAE) was examined under three teaching conditions: the key word strategy, modified reciprocal teaching, and the basic reading approach. Analyses showed that the key word strategy and modified reciprocal teaching significantly enhanced students' overall performance in reading comprehension scores. Results revealed that any one of these three methods would be adequate for teaching factual information. However, results indicated that the key word strategy and modified reciprocal teaching would be better for teaching factual information, comprehension, and memorization skills than the basic reading approach.

I thank Barbara G. McGee, two anonymous reviewers, Gregory Marchant in the Department of Educational Psychology at Ball State University, the children and teachers who participated in this study, and numerous others. The author is currently an associate professor of special education, and he conducted this study when he was working at the United Arab Emirates University. Correspondence should be sent to Yasser A. Al-Hilawani, Department of Educational Psychology, College of Education, Kuwait University, P.O. Box 13281, Kaifan, Code No. 71953, Kuwait (e-mail: yhilawani{at}netscape.net

Received November 17, 2001; revised February 26, 2002; accepted March 15, 2002


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