Reading Achievement And Difficulties Of Students Essay

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I. ¬Introduction This chapter provides an overview of the present study. First, reading achievement and difficulties of students who are d/Deaf and hard of hearing (d/Dhh) are discussed. Second, it justifies the theoretical framework of the study with three primary sources: Simple View of Reading (Gough & Tunmer, 1986; Hoover & Gough, 1990), the National Reading Panel (NRP, 2000), and the Qualitative Similarity Hypothesis (QSH) (Paul, Wang, & Williams, 2013). Next, Visual Phonics is explained. Then this chapter introduces the purpose of the study and proposes three research questions. It also briefly discusses the research methodology for gathering data relevant to the questions. The last part of the chapter provides details about the key terms of the study.
a. Reading Achievement of d/Dhh Students Reading is an essential skill for social life and academic success. Learning to read is a complex process. Some students learn to read effortlessly, but others find it difficult. Reading difficulties of d/Dhh students are well documented. Most students with severe to profound hearing loss graduate from a high school with approximately a fourth-grade reading level (Paul, 2009; Paul, Wang, & Williams, 2013; Traxler, 2000; Wurst, Jones, & Luckner, 2005). Fourth grade reading level is considered functionally illiterate because the literate reading level is a 5th or 6th grade (Paul, 1997), and the majority of students who graduate from a high school are functionally illiterate.

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