Specifics of reading in the deaf and hard of hearing students primary school age

Abstract

The difficulties in the reading with the deaf and hard of hearing lie in the fact that they simultaneously learn speech, language and reading. This causes difficulty in articulation, slurred speech, problems with intonation, accentuation, the melody of sentences, interrupted in the middle of reading, as well as inadequate speed, so that we obtain a large number of mistakes in reading. Due to the technical side of reading is inseparable from the content-wise, there are also major problems in understanding the reading content. Reading means deciphering symbols of written speech, pronouncing or memorizing them, after we have understood the message they convey. The aim of the research was to examine the connection between the age, score in Serbian language and gender and the number and types of mistakes in reading with deaf and hard of hearing students. We used a segment of the Three-dimensional Reading Test (S. Vladisavljević) in this research. The students read the text entitled Just One Snowy Day (Samo jedan snežni dan). The research was carried out on a sample of 83 third grade to eight grade deaf and hard of hearing students, in schools in Serbia. Quantitative and qualitative analysis of the obtained results was carried out. The results indicate that with increasing age and score in Serbian language reduces the number of mistakes in reading, whereas influence of gender was not observed. when reading the text, students make 24 different mistakes. Mistake that occurred in the highest percentage is substitution of consonants voicing. Mistakes that appeared in the fewest number were repeating whole words before moving on to the next letter and word inversion.

Teškoće u čitanju kod gluvih i nagluvih nastaju usled toga što oni uporedo uče i savladavaju govor, jezik i čitanje. To uslovljava teškoće u artikulaciji, nerazumljiv govor, probleme u intonaciji, akcentuaciji, melodiji rečenice, prekide usred čitanja, kao i neadekvatnu brzinu, tako da nastaje veliki broj različitih grešaka pri čitanju. S obzirom da je tehnička strana čitanja neodvojiva od sadržinske, pojavljuju se i veliki problemi u razumevanju pročitanog sadržaja. Čitati znači dešifrovati simbole pisanog govora, izgovoriti ih ili ih zadržati u pamćenju, pošto smo shvatili poruku koju prenose. Cilj istraživanja bio je ispitati povezanost između uzrasta, ocene iz srpskog jezika i pola i broja i vrste grešaka u čitanju kod gluvih i nagluvih učenika. Koristili smo segment iz Trodimenzionalnog testa čitanja (S. Vladisavljević). Učenici su čitali tekst 'Samo jedan snežni dan'. Ispitivanje je izvršeno na uzorku od 83 gluvih i nagluvih učenika, uzrasta od trećeg do osmog razreda i obavljeno je u školama u Srbiji. Izvršena je kvalitativna i kvantitativna analiza dobijenih rezultata. Dobijeni rezultati ukazuju na to da se sa povećanjem uzrasta i ocene iz srpskog jezika smanjuje broj grešaka pri čitanju, dok uticaj pola nije uočen. Prilikom čitanja teksta učenici su napravili 24 različite greške. Greška koja se javila u najvećem procentu je supstitucija konsonanata po zvučnosti. Greške koje su se pojavile u najmanjem broju su ponavljanje celih reči pre prelaska na sledeće slovo i inverzija reči.