Improving Deaf Students’ Acquisition of New Reading Vocabulary in Grade Three


Building vocabulary knowledge in both breadth and depth is a crucial step in learning how to read and comprehend the print independently. Vocabulary is essential for communicating, reading, thinking, and learning. Diverse strategies such as oral/auditory communication, total communication, and bilingual/bicultural approaches have been used with deaf and hard of hearing (d/Dhh) students in schools in order to improve literacy skills. An ongoing debate about which approaches can be used exists. The research question for this study is: Which strategies are best suited for raising reading vocabulary acquisition in grade three? A questionnaire was designed to gather teachers’ views on the least/most effective approaches that enable students to achieve greater academic success in building vocabulary: oral/auditory communication total communication and bilingual/bicultural approaches.


Deaf and Hard of Hearing Students, Reading Vocabulary, Action Research


Literacies Learning


Virtual Lightning Talk


  • Dr. Faisl Alqraini
    • Assistant Professor, Department of Special Education, Prince Sattam bin Abdulaziz University, Sudia Arabia