Skip to Main Content
 

Global Search Box

 
 
 
 

Files

File List


Alqraini's Dissertation.pdf (1.71 MB)

ETD Abstract Container

Abstract Header

Examining the Effects of Vocabulary Intervention on Multiple Meaning Words in Students who are d/Deaf and Hard of Hearing

Alqraini, Faisl M
http://rave.ohiolink.edu/etdc/view?acc_num=osu150297516674991

Abstract Details

2017, Doctor of Philosophy, Ohio State University, EDU Teaching and Learning.
Improving reading skills is considered the highest priority in education. However, for numerous d/Deaf and hard-of-hearing students (d/Dhh), this is regarded as the greatest area of difficulty (Howell & Luckne, 2003). A large body of research documenting the reading achievement of a number d/Dhh is poor in addition to a dearth of experimental studies in the field of deaf education regarding reading skills resulted in limited research-based evidence (Luckner & Handley, 2008; Paul, 2003; Paul, 2009; Paul, Wang, & Williams, 2013; Trezek, Wang, & Paul, 2011). Thus, the goal of this study is to contribute to the field of deaf education by identifying an educational method that can scientifically improve depth of vocabulary knowledge (multiple meaning words) and reading comprehension based on research-based evidence and, in turn, offer a model that might be effective for increasing the vocabulary knowledge and reading comprehension of d/Dhh students. The goal of the study was to examine the use of vocabulary intervention to teach 24 multiple-meaning words in fourth-grade d/Dhh students in order to determine if vocabulary intervention helps them to improve word recognition and comprehension skills. The selection of multiple-meanings words was taken from a fourth-grade reading curriculum, designed by the Center of Development of Curricula in the Ministry oEducation, Saudi Arabia. Experts in Arabic literacy reviewed the curriculum’s content to determine its appropriateness for students’ chronological age and cognitive knowledge. The criteria of selection words were based on the following: a) word must have multiple meanings and can be illustrated by pictures; b) if both meanings are used in reading curriculum, automatically selected; and c) a dictionary utilized to get the second meaning if not found in reading curriculum. The researcher designed a vocabulary picture test to assess students’ performance on identifying multiple-meaning words. To accomplish these goals, a single-case experimental design (multiple probe design across subjects) was used to answer the following research questions: a) What effect does vocabulary intervention have on word recognition for fourth-grade d/Deaf students? b) What effect does vocabulary intervention have on comprehension of multiple-meaning words for fourth-grade d/Deaf students? Student participants were five d/Dhh fourth-grade students with profound hearing loss studying in an elementary public school, whereas d/Dhh students were mainstream in this school. This school is in Riyadh, the capital of Saudi Arabia. Three of the five were assigned to receive the intervention, while two students served as a control group and only were given the pretest and posttest to determine the effectiveness of the vocabulary intervention. The study required 11 weeks to complete. The data showed that students who received the intervention significantly improved in the dependent variables (recognition and comprehension of words with multiple meanings). In contrast, students who did not receive the intervention showed no improvement on the posttest.
Peter Paul, Professor (Advisor)
Ralph Gardner, III, Professor (Committee Member)
Mollie Blackburn, Professor (Committee Member)
114 p.
Special Education
Deaf and hard of hearing students, multiple-meaning words, reading comprehension, vocabulary intervention, vocabulary knowledge

Recommended Citations

Citations

  • Alqraini, F. M. (2017). Examining the Effects of Vocabulary Intervention on Multiple Meaning Words in Students who are d/Deaf and Hard of Hearing [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu150297516674991

    APA Style (7th edition)

  • Alqraini, Faisl. Examining the Effects of Vocabulary Intervention on Multiple Meaning Words in Students who are d/Deaf and Hard of Hearing . 2017. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu150297516674991.

    MLA Style (8th edition)

  • Alqraini, Faisl. "Examining the Effects of Vocabulary Intervention on Multiple Meaning Words in Students who are d/Deaf and Hard of Hearing ." Doctoral dissertation, Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu150297516674991

    Chicago Manual of Style (17th edition)

osu150297516674991
550
© 2017, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.