READING, WRITING AND UNDERSTANDING OF WORDS PRESENTED IN DISTORTED FORM IN DEAF CHILDREN
Keywords:
deaf children, reading, writing, comprehension, distorted formAbstract
Deaf writing is an integral part of linguistic education, which due to the lack of an auditory sensor has an
insurmountable difficulty in implementation, so this shortcoming is directly reflected in the general literacy of deaf
children. Many researchers in the world suggest that in order to become literate, a deaf child must learn the language
of the community. He must first understand 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 research aims to examine the reading,
writing, and comprehension in deaf children of words presented in a distorted form, and to determine the statistical
significance of the differences between deaf and hearing children. The research was done 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 measuring instrument Test of
reading, writing, and comprehension of words presented in a distorted form was applied. The frequencies and
percentages of respondent's responses to the variables used were calculated. The F (Fisher) test was used to
determine the statistical significance of the differences between deaf and hearing subjects. The results of the
research showed that 35.70% of deaf children fully read and write words presented in distorted form, and 57.20%
manage to partially read and write words presented in distorted form, while 7.10% of deaf children cannot read and
write words presented in a distorted form. Words presented in a distorted form are fully understood by 34.30% of
deaf children. The majority of deaf children (61.40%) partially understand words presented in a distorted form, and
4.30% of deaf children do not understand words presented in a distorted form. There is a statistically significant
difference between deaf and hearing children in reading, writing, and comprehension of words presented in the
distorted form at the level of statistical significance of p = 0.000.
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