READING AND WRITING LITERACY OF DEAF STUDENTS AND ITS IMPACT ON THEIR ACADEMIC ACHIEVEMENT: A STUDY IN SELECTED PRIMARY SCHOOLS IN DIRE DAWA ADMINISTRATION

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