In search of language development for students who are hard of hearing: measuring the effectiveness of assistive technologies through teaching practices

ABSTRACT

This study evaluated the effectiveness of assistive technologies (ATs) through e-books in teaching practices aimed at enhancing language development among hard-of-hearing (HH) students. The study implemented an intervention consisting of four language aspects (phonemic awareness, writing, vocabulary, and reading comprehension) wherein the ATs’ impacts on language development were assessed. Eighty HH students were divided into control and treatment groups and evaluated through pre- and post-tests. The results showed that the intervention led to significant changes in all four language aspects in both groups. Interestingly, the effect sizes were moderate in the control group but large in the treatment group, thus showing the efficiency and effectiveness of the developed intervention. These findings constitute useful evidence-based guidelines for implementing ATs to enhance teaching practices in the HH language setting.

KEYWORDS:

• assistive technologies
• e-books
• hard of hearing
• language development
• teaching practices

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

The authors extend their appreciation to the Deanship of Scientific Research at King Saud University for funding this work through research group No [RG-1439-57].