READING, WRITING AND UNDERSTANDING OF WORDS PRESENTED IN THREE-DIMENSIONAL FORM IN DEAF CHILDREN

Abstract

Writing is an integral part of linguistic education of deaf persons which, due to the lack of an auditory sensors, has an insurmountable difficulty achieving, so that this shortcoming is directly reflected in the general literacy of deaf children. Many detailed studies in the world suggest that in order to become literate, a deaf child must learn the language of the community. Je/she must first learn the letters and learn to write. About 50% of young deaf people after high school read and write worse than a ten-year-old hearing child. The aim of the study is to examine reading, writing and comprehension in deaf children of words presented in three-dimensional form, and to determine the statistical significance of differences between deaf and hearing children. The study was conducted on a sample of 140 respondents. The first subsample of subjects, the experimental group consisted of 70 deaf students, and the second subsample, a control group of 70 hearing students, of the same chronological age. The measurement instrument “Test of reading, writing and comprehension of words presented in three-dimensional form” was applied. The frequencies and percentages of respondents' responses to the variables were calculated. The F (Fisher) test was used to determine the statistical significance of the differences between deaf and hearing subjects. The results showed that most deaf children are completely successful in reading and writing words presented in three-dimensional form, but they are worse than their hearing peers. 60% of deaf children read and write three-dimensionally presented words, and 40% of deaf children partially manage to read and write words presented in three-dimensional form. Deaf children in 31.40% of cases understand the read words presented in three-dimensional form. The majority of deaf children (62.90%) partially understand words presented in three-dimensional form, and 5.70% of deaf children do not understand words presented in three-dimensional form. There is a statistically significant difference between deaf and hearing children in reading, writing and comprehension of three-dimensionally represented words at the level of statistical significance of p=0.000.