فعالية استخدام الرموز الثابتة و المتحركة في القصص الرقمية ثنائية اللغة على تحسين الفهم القرائي الحرفي المباشر لدى الطالبات الصم

Abstract EN

It’s obvious that workers in the field of deaf learning are struggling to overcome challenges facing them in teaching reading skills to deaf students, because of the negative impact of hearing loss has on their language development.

This study aimed to recognize the effectiveness of using the strategy of static and dynamic symbols in bilingual digital stories on improving the direct literal reading comprehension of deaf students.

The researcher used one type of single case design tool (SCD) which is the multiple probe design across participants on three students.

Data on behavior of answers to the Reading Comprehension Test questions were collected using two tools (test and questionnaire), through three phases: baseline, intervention, and generalization.

The study sample involved three students with ages between (12-10) years, their intelligence degree average ranges between (90-95), all of them are born to hearing parents, and all of them use hearing aids and use sign language as a primary method of communication, and receive their educational services from the same institute -Al-Amal institute for Deaf Girls- in Dammam.

The results of the study reveal an improvement in the reading comprehension skills of the sample members, the results of social validity also indicated a high acceptance of the intervention presented.

The study concluded that the use of static and dynamic symbols in digital bilingual stories is effective in increasing the reading comprehension of deaf students.