Effects of Comprehension Strategies on Sight Word Recognition Skill of Person with Hearing Impairment in an Inclusive Education Setting, Jos Metropolise

The study examined the effects of comprehension strategies on sight word recognition skill of persons with hearing impairment in an Inclusive education setting, Jos Metropolise, Nigeria. A child with hearing impairment has severe limited skills which present serious challenges in developing oral or sight language. The authors adopted the quasi-experimental research type based on its characteristics, one single group two-way pre-test post test experimental and control design was adopted for this study. The sample for intervention comprised 12 children with hearing impairments which age ranges between 9 – 12 years that served as the experimental and control groups. The main instruments for this study for administration of pre-test and post- test are the sight word recognition skill test (SWRST) and Umolu informal reading inventory test (UIRIT). The statistical techniques used were descriptive for answering research question and t – test for independent sample for analyzing the hypotheses. The treatment consisted of comprehension instruction program involved previewing and questioning strategies before the intervention, and it was indicated that when pretested, children with hearing impairment performed very low in word recognition skill identified as reading problem. The Cronbach Alpha reliability index was used to estimate the stability and consistency of the instruments. The results from the hypotheses showed significant effect of the treatment on primary five children with hearing impairment who served as the experimental groups in acquisition of sight word recognition skill test (SWRST).

Keywords:Effects of Comprehension Strategies on Sight Word Recognition Skill of Person with Hearing Impairment in an Inclusive Education Setting, Jos Metropolise