Effects of Story Re-Telling Strategy on Reading Development of Children with Hearing Impairment in School for The Deaf, Bassa, Plateau State

Abstract

This study examined the effects off story re-telling strategy on reading development of children with hearing impairment in School for the Deaf Bassa, Plateau State. The purpose of this study is to specifically improve the reading development skill of children with hearing impairment through the use of story retelling strategies. Also to determine whether there will be any significant difference in the reading development performance of the experimental groups that was exposed to story re- telling strategies and those who were not. One research question and two hypotheses were formulated to guide the study. The study utilized quasi-experimental pretest- posttest control group design. Ten children with hearing impairment were selected from intact class five A and B. The children were randomly assigned to experimental and control groups. The instruments comprising Word Recognition Skill Test ( WRST) and Informal Reading lnventory Test (lRlT) were validated and used for the intervention. The reliability co- efficient for WRS T was 0.88 and 0.81 for lR1T respectively. After four weeks of intervention, the result indicated that there were significant differences between the reading development performance of the children in the experimental group that was exposed to story re-telling strategy compared to the control group who were not. The children in the experimental group performed significantly higher and better than the children in the control group. Based on these findings the researcher recommended that teachers should adopt SRS to teach and improve the reading skill of their children in schools and parents should also develop their children 's interest in reading lively moonlight stories at home.