Identifying Similarities and Differences on How Deaf and Hard of Hearing Students Learn New Vocabulary Knowledge

Abstract

This article details a study that was designed to explore the differences and similarities with deaf and hard of hearing students regarding learning new vocabulary knowledge through the sign language. The purpose of this study was to know whether or not students who are deaf and hard of hearing are similar to their hearing peers when learning new vocabulary knowledge. Also, the study explores what support teachers need in order to make the learning environment more effective and helpful. The study took a place in the United States in an urban public school’s fourth grade reading classroom. No research studies have employed ethnographic methods to provide information about how deaf and hard of hearing students learning new vocabulary knowledge in the classroom. An ethnographic approach can provide insights into the learning and teaching of literacy that quantitative methods alone cannot illustrate. The research findings show that deaf students faced many challenges in comprehending many words. However, they are qualitatively similar in terms of the learning process, but quantitatively delayed. Additionally, the teachers need additional support in applying technology and co-teaching while teaching deaf or hard of hearing students.