Exploring Deaf/Hard of Hearing students reading strategies utilization

Abstract

Abstract The general objective of this study was to assess reading comprehension strategies utilization of deaf students of Mekane Eyesus School for the Deaf. Accordingly, it assessed reading comprehension strategies use of each of grades 5–12 deaf students and determined the overall reading comprehension strategies use of the participant deaf students. A case study research design was chosen. Twenty one grade 5–12 deaf students were selected randomly for the study. The data were collected through Cognitive Awareness of Reading Strategies Inventory (CARSI; Mokhtari & Reichard, 2002). The data from the questionnaire were analyzed using descriptive statistics in SPSS Version 21. The results revealed that medium level global reading strategies subscale use mean (M = 3.26, SD = .69) with the majority of the sample 10 (47.6%) reporting medium level use of Global Strategies use. On the other hand, problem-solving strategies use subscale mean was (M = 3.67, SD = .69) with the majority of the sample 15 (71.4%), reported high level use of Problem solving strategies and Support strategies use subscale mean was (M = 3.6, SD = .81), with more than half of the sample, 13 (61.9%), reported high level use of Support strategies use. However, the Overall strategies use mean was (M = 3.47, SD = .61), with the majority of the sample 11 (52.4%), reported medium level use. As a result, the problem solving reading approach appeared to be used more frequently than the other strategy types in this study and the Overall strategies use revealed medium level use.