International Journal of

ADVANCED AND APPLIED SCIENCES

EISSN: 2313-3724, Print ISSN: 2313-626X

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 Volume 11, Issue 10 (October 2024), Pages: 206-217

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 Original Research Paper

The impact of repeated reading on deaf and hard of hearing students: Current evidence-based practices

 Author(s): 

 Ahmed Saeed Alshubrumi *

 Affiliation(s):

 Department of Special Education, College of Education, University of Ha’il, Ha’il, Saudi Arabia

 Full text

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 * Corresponding Author. 

  Corresponding author's ORCID profile: https://orcid.org/0000-0002-8709-5190

 Digital Object Identifier (DOI)

 https://doi.org/10.21833/ijaas.2024.10.023

 Abstract

Research shows that d/Deaf and hard of hearing (d/DHH) students often face challenges in reaching grade-level literacy skills. Past systematic reviews involving d/DHH students highlight the need for high-quality experimental research in areas like reading comprehension and fluency. Studies have shown that repeated reading instruction positively impacts literacy for non-disabled students, second language learners, and hearing students with disabilities. In this systematic review, the author explored evidence on the effects of repeated reading instruction for d/DHH students. Ten studies across nine articles met the specified inclusion criteria, including nine intervention studies and one qualitative case study. Analysis of these studies suggests that repeated reading is a promising approach for enhancing literacy skills in d/DHH students. However, as noted in previous reviews, more rigorous experimental studies are necessary. Future research could investigate the long-term effects of repeated reading instruction.

 © 2024 The Authors. Published by IASE.

 This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).

 Keywords

 Literacy skills, Repeated reading, d/Deaf students, Reading comprehension, Experimental research

 Article history

 Received 4 July 2024, Received in revised form 1 October 2024, Accepted 14 October 2024

 Acknowledgment

No Acknowledgment.

 Compliance with ethical standards

 Ethical considerations 

The study adhered to ethical standards, with informed consent obtained from all participants. Confidentiality and data security were strictly maintained, and the research received approval from the relevant ethics board.

 Conflict of interest: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

 Citation:

 Alshubrumi AS (2024). The impact of repeated reading on deaf and hard of hearing students: Current evidence-based practices. International Journal of Advanced and Applied Sciences, 11(10): 206-217

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 Tables

 Table 1 Table 2 Table 3 

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