2024-04-17 22:41:29The academic achievement of individuals in this category is often low despite the fact that their IQ has not decreased, and their reading influence is most affected by this disability, and their academic achievement becomes weaker with the increase in linguistic requirements and their level of complexity, especially in the absence of effective teaching methods. Studies indicate that 50% of individuals This disability included those who were twenty years old, whose reading level was measured at the level of fourth-grade students or less, and that 10% were at the eighth-grade level. (Saeed Al-Azza, 2002, 114).
Magda Obaid (2000, 184) stated that although the hearing-impaired are similar to normal children in their general intelligence and mental processes, many studies have clearly shown the delay of the hearing-impaired in terms of educational achievement compared to the achievement of their normal peers, and this academic delay is on average From three to five years, noting that the amount of this delay doubles as the age of the hearing-impaired increases. The student’s ability to read is considered the most important aspect of academic achievement. Therefore, we notice a delay in academic achievement, especially in academic achievement, especially in reading achievement, due to its strong dependence on linguistic skills.
The problem of academic achievement is considered a long-term problem for deaf individuals. Academic achievement among hearing-impaired students is affected by factors such as the degree of hearing loss, the presence of language, and experience in the environment with individuals and objects. The level of achievement of hearing-impaired students is lower than that of their hearing peers. Their reading abilities are most affected, and they have problems. In spelling, their production in written language is limited, and there is a discrepancy between their abilities and performance in many academic areas (Daniel Hallahan, James Kauffman and Paige Pullen, 2013, 235).
Ibrahim Al-Zariqat (2003, 183) explains that the educational achievement of disabled students is essentially a linguistic problem, and depends on the ability to communicate with other people. In general, hearing-impaired children with normal intelligence suffer from severe academic delay resulting from difficulties in understanding and linguistic expression. Hearing disability negatively affects linguistic and verbal skills, and this effect appears clearly on reading, writing, and spoken language skills. This means that students with hearing disabilities will suffer from weak reading skills because reading is based primarily on pronunciation. If he has weak reading skills, this will lead to choices. Limited educational.
Al-Sayyid Sharif (2014, 146) identifies the characteristics associated with academic achievement as follows:
Their level of achievement is significantly lower than that of their listening peers, although their intelligence levels do not differ.
Their reading achievement is the lowest due to their linguistic deficiency.
The reading achievement of deaf children of deaf parents is higher than that of their deaf peers of hearing parents.
The more linguistic requirements and their level of complexity increase, the weaker the ability of hearing-impaired students to achieve.
Their low level of academic achievement is due to their delayed linguistic development, low linguistic abilities, low level of motivation, and inappropriate teaching methods used.
The results of many studies indicate that the level of academic achievement of most deaf adults does not exceed the level of achievement of hearing students in the fourth or fifth grade of primary school, while the results of other studies indicate that their achievement is three or four grades behind that of their hearing peers at the same chronological age.
The problems and difficulties faced by deaf people increase as the severity of hearing disability increases.
They rely on visual cues and visual reinforcement.
They show an inconsistent level of school performance which may ultimately lead to a lower level of their achievement.
Their reading comprehension skills fall below their grade level.
Transferring their reading comprehension skills from their word perception skills.
They find it difficult to move from the concrete to the abstract.
They don't seek help when they really need it.
They have difficulty following written instructions and sequential information.
They notice other children before starting to do any tasks and imitate them.
They need constant repetition and clarification of instructions and subject matter content.
Their general knowledge or information about the world is largely limited.
Their ability to use written language is weaker than their ability to use oral language, which may be a reflection of the difficulties they face in the oral use of language.
They continue to use simple vocabulary and linguistic structures in the language.