Abstract:
This study aimed to assess the reading and writing literacy of deaf students and its effect on
their academic achievement at Dire Dawa administration town primary schools. A mixedmethod approach was employed with concurrent parallel design. Four primary schools were
selected through the purposive sampling technique. Quantitative and qualitative data were
collected from 48 deaf students, 52 language teachers, and 3 Special Needs Education teachers
using tests, questionnaires, and interviews. Deaf students, Amharic language teachers, and
special needs teachers were selected using a purposive sampling technique. Other language
teachers were selected through a census method. The quantitative data obtained through tests
and questionnaires were analyzed using frequency, percentage, mean, standard deviation, and
multiple regression as well as Hayes Process Macro software to examine the effect of moderator
variables. The qualitative case study data obtained through interviews was analyzed using
thematic analysis. The study results revealed grade six deaf students significantly face
challenges in reading comprehension and writing skills, specifically understanding the
passage's main ideas, vocabulary, spelling, punctuation, and essay composition. The regional
exam results for grade 6 showed that 34 students scored below the passing mark of 40, while
14 students achieved scores of 40 or above. The regression results indicated a statistically
significant relationship between academic achievement and reading and writing literacy. An R²
of .981 suggests that these literacy skills contributed to 98% (R² * 100%) of deaf students'
academic achievement. In addition, the teaching expertise of language teachers in using
instructional methods and materials, communication barriers, and lack of qualified teachers
influenced the relationship between reading, writing, and academic achievement among deaf
students. Thus, it is recommended that language teachers implement literacy programs for deaf students to enhance reading comprehension and writing skills, focusing on conveying the
passage's main ideas, vocabulary expansion, spelling, and essay composition. At the same time,
schools should create inclusive environments, provide resources such as sign language
interpreters and teaching aids, and promote equal access to education. At the policy level, the
Ministry of Education should develop strategies for literacy skills for students who are deaf in
inclusive education policies, provide training and resources for the schools, and allocate funds
to support deaf students' education
