READING, WRITING AND UNDERSTANDING OF WORDS PRESENTED IN REBUS FORM IN DEAF CHILDREN
Keywords:
deaf children, reading, writing, comprehension, rebus formAbstract
Deaf writing is an inseparable part of linguistic education which, due to the lack of an auditory sensor,
has insurmountable difficulty in realization, so this shortcoming is directly reflected in the general literacy of deaf
children. Many researches in the world indicate that to become literate, a deaf child must learn the language of their
community. He must first learn the letters, learn to write. About 50% of young deaf people after high school read
and write worse than a ten-year-old hearing child. The research aims to examine reading, writing, and
comprehension of words presented in rebus form in deaf children, and to determine the statistical significance of
differences between deaf and hearing children. The research was done on a sample of 140 respondents. The first
subsample of respondents, an experimental group consisting of 70 deaf students, and the second subsample, a
control group of 70 hearing students, of the same chronological age. The measuring instrument Test of reading,
writing, and comprehension of words presented in puzzle form was applied. The frequencies and percentages of
respondent's responses to the variables used were calculated. To determine the statistical significance of differences
between deaf and hearing subjects was used the F (Fisher) test. Research results have shown, that deaf children do
not understand all the words presented in rebus form despite the fact that they successfully read and write them.
18.60% of deaf children read and write the words presented in rebus, and 17.10% of deaf children in subordination
understand the words read and written presented in rebus form. Of 14.30% of deaf children who successfully read
and write 80% of the words presented in rebus, 11.40% of them understand the read and written words. About
2.90% of deaf children cannot read and write words presented in rebus form, and 8.60% of deaf children do not
understand the words presented in rebus form. There is a statistically significant difference between deaf and hearing
children in reading, writing, and understanding rebus-represented words at the statistical level significance of p =
0.000.
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