Knowledge and Application of the Female Teachers of Female Deaf and Hearing-impaired Students for Evidence-Based Practices in Teaching Reading in Primary Education

Abstract

The study aimed to reveal the deaf and hearing-impaired teacher's knowledge extent and application to evidence-based practices in teaching reading for the primary stage, according to the variable (years of experience, educational stage, and the specialization). the two researchers adopted the descriptive survey approach through using the study tool, using a questionnaire prepared from them. the study sample included all the deaf and hearing-impaired teachers who specialize (hearing impairment) amounted (167) female teachers, and all general education teachers specialized in (Arabic language) with a number of (70). the results showed that the study sample of the deaf and hearing impaired teachers have general knowledge of evidence-based practices in teaching reading, as they engaged in frequent reading in teaching deaf and hearing impaired students at a moderate level, while they practice dialogue reading strategy, peer learning strategy, vocal awareness training strategy, and interactive teaching strategy, the results also showed that there were no statistically significant differences in the deaf and hearing impaired teachers’ knowledge degree and application practices to evidence-based practices in teaching reading at the primary stage according to the following variables teaching experience, educational stage, and specialization.