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Examining Reading Comprehension Strategies Selected and Used by Two Teachers of d/Dhh Students in an Elementary School Classroom

Alasmari, Ali M
http://rave.ohiolink.edu/etdc/view?acc_num=osu1497544950318833

Abstract Details

2017, Doctor of Philosophy, Ohio State University, EDU Teaching and Learning.
The purpose of this qualitative study was to examine reading comprehension strategies selected and used by two teachers of d/Dhh (Deaf and Hard of Hearing) students in an elementary school classroom. The study explored the backgrounds, perceptions, and other various factors that affect the teachers’ decisions, the steps of the decision-making process of choosing and using comprehension strategies were uncovered. The following research questions guided this study: (1) What reading comprehension strategies do the two teachers use in the elementary classroom with their d/Dhh students?, (2) What processes do the two teachers follow while selecting appropriate reading comprehension strategies? What rationale do these teachers give for their decisions? The primary sources of data for this qualitative case study were participants’ responses to semi-structured interviews, field notes generated through classroom observations, and information collected through the teacher’s use of Experience-Sampling Methodology (ESM). The case study approach- a particular methodology within qualitative inquiry – was used in order to answer this study’s research questions by investigating an instructional process/phenomenon involving selected teachers working in the natural settings of their schools. The findings across both case studies suggest that four intersecting categories informed the process of selection and use of reading comprehension strategies for working with d/Dhh students, as represented by the TC Teacher and OA Teacher: (a) the teacher’s background and characteristics, (b) the teacher’s experiences with selection and use of reading comprehension strategies in the school setting, (c) key factors that influenced the teacher’s decisions regarding the selection and use of reading comprehension strategies, and (d) key factors that improved the teacher’s use of selected reading comprehension strategies. It is important that d/Dhh education programs, administrators, and teachers pay attention to the following points as implications of this study: (a) teach reading foundation skills first by recognizing and assessing students’ needs in this area, (b) require high quality teacher preparation programs to better prepare new d/Dhh teachers for the classroom, (c) provide ongoing professional development training specific to d/Dhh reading comprehension strategies, (d) provide in-school sources of support whereby d/Dhh teachers can exchange teaching reading experiences with other teachers, and (e) adapt the reading comprehension strategies recommended by NRP (2000) for d/Dhh students.
Paul Peter (Advisor)
Dollarhide Colette (Committee Member)
Blackburn Mollie (Committee Member)
Gardner Ralph (Committee Member)
212 p.
Education; Literacy; Special Education; Teaching

Recommended Citations

Citations

  • Alasmari, A. M. (2017). Examining Reading Comprehension Strategies Selected and Used by Two Teachers of d/Dhh Students in an Elementary School Classroom [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1497544950318833

    APA Style (7th edition)

  • Alasmari, Ali . Examining Reading Comprehension Strategies Selected and Used by Two Teachers of d/Dhh Students in an Elementary School Classroom. 2017. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1497544950318833.

    MLA Style (8th edition)

  • Alasmari, Ali . "Examining Reading Comprehension Strategies Selected and Used by Two Teachers of d/Dhh Students in an Elementary School Classroom." Doctoral dissertation, Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1497544950318833

    Chicago Manual of Style (17th edition)

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This open access ETD is published by The Ohio State University and OhioLINK.