Knowledge Level of Teachers of the d/Deaf and Hard of Hearing to Develop Phonological Awareness of Students with Cochlear Implants
Metadata
Show full item recordAuthor
Alqraini, FaislEditorial
Universidad de Granada
Materia
d/Deaf and Hard of Hearing d/Deaf and Hard of Hearing Elementary students Elementary students Phonological awareness Phonological awareness
Date
2023-07-01Referencia bibliográfica
Alqraini, F. (2023). Knowledge Level of Teachers of the d/Deaf and Hard of Hearing to Develop Phonological Awareness of Students with Cochlear Implants. Journal for Educators, Teachers and Trainers,Vol.14(4).290-299[DOI: 10.47750/jett.2023.14.04.024]
Abstract
The number of bilateral cochlear implantations is increasing globally. The goal of this study is to
determine the extent to which teachers of the d/Deaf and hard (d/Dhh) of hearing possessed the skills
and ability necessary to develop phonological awareness on the part of d/Dhh students who have
cochlear implants. Further, the study explored the differences in the teachers’ levels of knowledge of
the skills based upon gender, qualifications, and teaching experience. The participants were composed
of purposively selected 78 elementary school teachers in different teaching settings in Saudi The data
were collected using a survey questionnaire, and were analyzed via descriptive statistics and multiple
regression analysis to address the exploratory research questions because of their flexibility with
respect to the type of data and the examination of complex associations. The results revealed that
teaching phonological awareness skills had a mean percentage agreement of 77%, which indicated that
teachers of the d/Dhh considered phonological awareness highly important for the skills necessary to
develop sound recognition in students with cochlear implants. Further, the teachers’ mean percentage
agreement for the six strategies of classroom facilities varied. The number of bilateral cochlear implantations is increasing globally. The goal of this study is to
determine the extent to which teachers of the d/Deaf and hard (d/Dhh) of hearing possessed the skills
and ability necessary to develop phonological awareness on the part of d/Dhh students who have
cochlear implants. Further, the study explored the differences in the teachers’ levels of knowledge of
the skills based upon gender, qualifications, and teaching experience. The participants were composed
of purposively selected 78 elementary school teachers in different teaching settings in Saudi The data
were collected using a survey questionnaire, and were analyzed via descriptive statistics and multiple
regression analysis to address the exploratory research questions because of their flexibility with
respect to the type of data and the examination of complex associations. The results revealed that
teaching phonological awareness skills had a mean percentage agreement of 77%, which indicated that
teachers of the d/Dhh considered phonological awareness highly important for the skills necessary to
develop sound recognition in students with cochlear implants. Further, the teachers’ mean percentage
agreement for the six strategies of classroom facilities varied.