Objective

2

To explore the impact of co-reading by teachers and students on the reading ability of hearing-impaired middle school students.

Method

2

This study adopted an equal group experimental design

and carried out a collaborative reading activity between teachers and students in four steps: creating a reading environment

conducting reading activities together

conducting reflective reading together

and sharing learning outcomes. We compare the reading ability test scores between the experimental group and the control group within one week after the end of the experiment.

Results

2

The teacher-student co-reading mode has a significant impact on the improvement of reading ability of hearing-impaired students in secondary schools. The experimental group showed significant improvement in reading comprehension

reading judgment

enjoyable experience

analyzing text strengths

questioning author viewpoints

and utilizing author viewpoints

especially in reading comprehension

reading judgment

analyzing text strengths

questioning author viewpoints and utilizing author viewpoints. However

there was no significant impact on reading memory. The gender and grade effects had no significant impact in this experiment. The teacher-student co-reading mode has no significant effect on the reading ability of students in different pre experimental tests and the reading ability of students with different hearing thresholds.

Conclusion

2

Teachers can widely use the teacher-student reading mode in teaching

and use grammar sign language and natural sign language specifically in different stages of teaching. Based on individual differences

pay attention to individual needs

and enable students to enrich their reading experience through practice.