Analysing Strategies used by Teachers in the English Reading Instruction for Grade Three Deaf and Hard of Hearing Learners at Selected Special Needs Schools in Lusaka District, Zambia

Abstract

This paper sought to analyze the pedagogic strategies teachers used to teach grade three deaf and hard of hearing learners to read English language. The objective of the study was to analyze pedagogic strategies teachers use in the English reading instruction for deaf and hard of hearing children at selected special needs schools in Lusaka district, Zambia. This research adopted two learning theories, which included constructivism and multimodality theory. As a descriptive qualitative research design, data was collected through semi-structured interviews and classroom lesson observations. The study sample consisted of seven (7) teachers and twenty-five (25) pupils totaling to thirty-two (32) respondents. To analyze the data thematic analysis was used. The findings established that teachers teaching deaf and hard of hearing learners reading in English employed a number of strategies in their reading instruction. The pedagogic strategies included picture reading, picture and word matching, lip reading, repeated class reading, fingerspelling, look and say, storytelling, translanguaging, sandwiching, interactive whole class reading, role play, language games, demonstration, miming, letter or word matching, question and answer, teaching using concrete or real objects and teaching learners Zambian sign language. The study concluded that while relevant strategies were used, teachers needed more capacity building in teaching deaf learners. The study therefore recommended refresher courses for in-service teachers in inclusive education practices.