Theses and Dissertations

Date of Award

2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Abraham S. Fischler College of Education and School of Criminal Justice

Advisor

Linda Gaughan

Committee Member

Sherry Burke

Committee Member

Kimberly Durham

Keywords

deaf or hard of hearing, hearing morphology, improving reading comprehension, linguistic, phonetic, phonology, reading comprehension, syntax, vocabulary

Abstract

In this study, the effectiveness of researcher-created training sessions for teachers designed to improve reading comprehension in class for students who are deaf or hard of hearing was examined. The training was focused on key instructional components, including morphology, syntax, vocabulary, phonology, explicit feedback, and activation of prior knowledge. Additionally, parent-focused strategies such as collaboration with professionals, reading routines, summarization, interactive reading, and the use of home language were taught. A qualitative research design was used to explore the perceptions for both teacher and parent groups following participation in six 1-hour training sessions.

Teachers’ findings indicated increased confidence, intentional instructional planning, and the effective integration of linguistic and cognitive strategies to support reading comprehension. Parents reported high utility of the training, emphasizing that the strategies were clear, practical, and easy to implement at home. Additionally, parents described increased confidence in supporting their children’s reading development and improved collaboration with educational professionals.

Across both groups, findings revealed a strong perception of developing a shared understanding of students’ needs related to school vocabulary and reading expectations. Themes of alignment between home and school practices, clarity of expectations, and strengthened collaboration emerged. Overall, the results suggest that targeted collaborative training can enhance instructional practices, increase parent involvement, and foster a cohesive approach to supporting students who are deaf or hard of hearing in achieving reading comprehension outcomes.

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