Effectiveness of a combined intervention using prior knowledge strategies to improve reading comprehension in Grade 2 deaf and hard-of-hearing students whose first language is Saudi sign language

Abstract

This study examined the effectiveness of combining practices and intervention methods related to activating prior knowledge with five Grade 2 deaf and hard-of-hearing students identified by their teacher as having reading comprehension difficulties. The study employed a multiple-probe single-case design in a Saudi Arabian public general education school for boys that provided special education classrooms for deaf and hard-of-hearing students. The participants’ first language was Saudi Sign Language, and all were born to hearing parents. None had cochlear implants, and only one used bilateral hearing aids. All participants had severe-to-profound hearing loss. A teacher with a specialization in deaf and hard-of-hearing education, who was recruited and trained for the study, delivered instruction through pre-teaching vocabulary, guiding an overviewing strategy by previewing text content through topic discussion, using a graphic organizer, and incorporating social praise. The findings demonstrated significant improvement in the reading comprehension performance of all students, with positive changes observed as early as the first session. Pre-teaching vocabulary, overviewing and social praise emerged as the most effective tools. This study emphasized the benefits of this combined strategy intervention in developing reading comprehension in Grade 2 deaf and hard-of-hearing students and confirmed the value of activating prior knowledge strategies with this population.