Abstract

Hearing-impaired (HI) students same as hearing students, they must understand passages, stories, and sentences from various school subjects. All students should be able to make a distinction of the important facts and ideas from words they are reading and recognize words that are unimportant. At times this remains difficult for hearing impaired students for the reason that, they are reading words or sentences they cannot comprehend. Reading is a dual progress whereby one part is the aptitude 2 to decode print and know what one is reading, and another part is reading comprehension and without it, one is not truly reading. Among students, these skills are highly related but there are some populations of children who struggle with the skills necessary to either decode or comprehend (Oakhill, Cain & Bryant, 2013). In other words, when most children learn to read, they either develop the skills to both decode and comprehend or they do not. Yet there are students who are capable decoders but still perform poorly on measures of reading comprehension because they are not making the necessary connections between words as they form sentences, paragraphs and entire texts. The inability to understand the meanings of words cause problems for comprehension. Effectively teaching students to read and write well in English is an important responsibility in today’s primary schools.