THf, USD OF VIDEO CLPPINC IN TEACHING WITH HEARING ...

THf, USD OF VIDEO CLPPINC IN TEACHING 

READING AND WRITING SKTLLS TO CHILDR-EN 

WITH HEARING IMPAIRMf,NT 

w 

HUMARA BANO 

DEPARTMENT OF SPf,CIAL EDUCATION 

UNIVERSITY OF THE PUNJAB 

LAIIORE, PAKISTAN

THE USE OF VIDEO CLPPINC IN TEACHING READING 

AND WRITING SKILLS TO CHILDREN WITH HEARING 

IMPAIRMENT 

A THESIS SUBMITIID TO 

THE UMVf,.RSITY OI THf, PUNJAB 

IN PARTIAL FI]LTILMENT OF TgE REQUIREMENTS 

FOR TEB DEGREf, OF DOCTOR OF PIILOSPHY IN 

SPECIAL EDUCATION 

8y 

HUMARA BANO 

Deprrtnert of Speclst Educrlior 

Univer8ity of thc Puni.b 

Lrhorc. Prkist tt 

Deceob.r,2007

CERTIFICATE 

This is to aniry th.t th. eeallh wort deedb.d in lhk thois is ihc o.igin l 

w* of th. ulbd od ba bd 6i.d @t 'Ddd ny diEcr .qEMs.. I harr 

pdlomlly 8G thrcueh all th. d.4 rGdb/mteridr rpoftd in tltc nmusclipt .nd 

qdry l[.n @cL.sgdit nlicity- I ftrttd errify t!.r ite dtqid iEludcd in rlis 

d!Bi! h.re rct b.d N.d iD pdt d rul in . |Eusc.ipr .lE dy $bhjo.d or in de 

prcccas ofsuhli$id ir Frtid /@hplca flinelr ofth. avud of&y other dcgE 

6!D tuy otld i|ditrrlD, I rho.driry ihd lbe r!6ir has bc! FtpaEd uldd my 

suFwisid @rdir8 to prdcribed foml rld I o.lor* ils €valualion for fie lward of 

Ph,D, d.sEltrcogh ihe o6cid Foedlc of th Ud6fiy. 

I) 

n 

>4 b/.' 

Prci Dr.6dul H.ndrt

ACKNOWLEDGEMENT 

All praiss for Alhigl y Albl who bl*scd this rcs.arcnd with an abilily md 

slr.4lh1o.mb6 on lhis uphill l!rk. 

sirc.re appleiaion h cxprc$cd lo all *ho dnedly or indirelly provided 

rcadmi. dd boBl suppon during th. @ud ofrlis sndr. 

A debl of Sratitude is ovtd b Pmf. Dr. Abdul Hmed, for nis wise aod palieir 

cowlin8 l[rcushour lh. nudt. Hn fd6ishl Md omnirn€ln ro rdvising lw 

sisnilicanr tacrod in $c conpl.tior of this sludy. His wards oi €eounsemenl rere 

alwrF timcly dd bolsrec! $€ @hcas .1lofi, Sp.cial apprciarion k lGo 

.xpEss.d for imdurable slpFn tud f@ilibrion. 

TtE 6c&cber is als thtuktu ro all tno$ tqche* dd studsrs of odinary dd 

spccial $hmli who providd valublc $ppd ed rcce ro $e infomatioD.wilboui 

lh.ncoorcrstion ir *a notpossibl. ro cooptere rhis srudy in a tinely nanncr 

'I hc Fe.rch.r erFc$s sinccn (hsnls ro ho fmily (hNbmd ..d cbitdd) tor 

lhet Folonted dd tihery suppo ed .n$urasemlni wbich ltways ncbed her b sland 

fimny o! hcr f€l. Tnci. suff.rings ard s.nfie m mrcr b. forsorH. 

Ldt bur hol lhc le6l th. l.Mchq is also v.ry srareaul ro rhe Univelsily oilhe 

Pujab lor awardinS ,sach gmr for lhl cmdcrion of lnis study 

H.B.

Thc Ulc ol video Cliptilg Itr Ta.biog Rediog .od Writiog Skillr lo Childr.o 

rirh Herlilg rnplirD€trr 

ABSTRACT 

Tle @io purpo* oa lhis siudy w6 to invesriSale elletivdcs ol vid6 

clipping iD rcaching reading dd wning skills to childan wnn h@ing impdim€nl. 

An rcview of lilehlue @v6.d rclated topics such s eciely md lmguge, 

'.tcnsile 

d€f comuity, l&glage d6d*, lrnruge d.v.lopnd of deal chil&.n, h@y 

dd d€af chil.lren, Eldiry dd wiling pe6s in dof childrcn, ditretcnr reading md 

witng nodcls, a!!rcahd to dw€lop pdilg ud siline 3lilh, ad slatus of d@f 

lileiey jn Pakinm. O. lhe bah oI $c lile6tr rcvi€w thc esedch.r developed d 

Urdu Rsding dd \vriiing Tcn (,IRWT) for the childt a wirh h€&in8 inpdmol 

studying inclasses6,7, dd 8. The conr.nr oftc lest wd based on Rallite snurions 

ntl'o th4 raudl curiculM. Tn€ eajor purpos. to slecl lbis contcnr w6 lo **ss 

lhe ietioml readir8 ad Miting abilid6 of chitdro witb h@ine impain€nl. A 

panel of exp€rrs assessed rhe con€nt validily ol $e test. The tesr ws piloted ud 

rhprev€d. ll wa th.n 6eld t6Ed on tl86 siuden$ with ed wirhour h.djns 

inpaimenl studying i. lhe sp.cial sd ordinrry schools ofthe Punjab Province DE 

eslrsh ol $e tesr sbowed a high Fli{biliry (F .%) ror ih. @snenr or @dins od 

Eiting skilh ofchildrch with heoing impaim..r. 

In lh. $cond phM of rhe sludy 1ne e$rchd edaed four focu goup 

dis6sioN a1 Ra*alpindi, Mull!4 LilDrc ed Fais.labad ro ufold rhe exisljIg 

te&bing medo.Ls us.d bt the Eachd to develop eding md MjtinS skills mong 

lh. childcn withheaiog inp6imal. Thc ourconc ofthe di$Nions i i€ls $ar 

lbe t€ehes weE not awde of moden tcehjng me$o& tor teaching taguagc such 

6 vid@ dipping to reach Eading md Mning mo.g childrcn wirh hdiis 

rmp€imcnt, They we€ usins ouldat d m€$od ed rchniques. Tficy, howcver, 

sho$ed th.i. inrerest ro lcm ncw hclhods lor reehi.S reading dd miring lo 

ln fie 1nnd phe !id@ clips wre pEpr€d by cefu y idenlitying lhe rql 

liae sinuliotr. TIE Eal life situarions imlu&r p@nd idoljiy, Hygi€n€ {d

cleelincs, Ealine h@.r, Fuily rel.tio.. Shopping, Traveling &d vkits, MtniaSe 

part', Ill*s &d hedical @, Dead! T4hmloF/ ed life, Inierp.Mn4l €lalionshiP, 

tutusls, Lolc dd h.hed. Spotu, ed Cre6. I1l€s snudons w.c wlidared by $c 

pael ofcxpcrls for dcn lppropnorencas foi experim.nl. 

ln lhc founl and lar phas of lh. stldy m .xFnncnr (h6s.d on PEcsr- Pon 

l$r Conlol Oroup DesiS!) ws conduclcd at Hda Foudation Acldeny for lh. 

D€af, Johd IoM, tihor., !o s lhe efl@liv€nes of vid6 clippitg 6 a ns nelhod 

b d€velop cadins drd witi4 eong chiklEr wilh h@ing imprimot. By 

following lhe stedad pecedw ofs apqin€nllwo Boups weE fom'natd by 

uiry tudoh sletioD Both ereuF q4 prc t stld on lhe Utdu Radi.g dd 

Wndng Td. Aner a nonrh long teahenr the po$icat ws ddnioislerd lo conpe 

lhe perfomce of both srcups. A r-lesl @mp&i$n showd a signiisl 

inprcvem.nl in lhe @ding dd witinS skills of childrEn wilh hcaring iDpaimcnt. 

The null bypothesis claiming no difreEnce o. the basis ofthe lrealDenl M rejecrcd 

oa empirictl b6is. !n othcr words th. vid€o clipping n.thod w ford €ffddvc in 

r.acbing rca

CERTIFTCAI.E 

ACKNOWLEDCEMENTS 

TABLE OF CONTENTS 

I-IST OFTABLTS 

LISI'OF FICIJRES 

chrpr.rt TNTRoDUCTIoN 

J6tilicdion ud lilety bcncfits 

Objccrives of tnc nldy 6 

Qu*tions ofthe sludy 

Ple oaM* and mdhodolos l 

cn.pr.rx t.|l EraATURx REVTEW 12 

rdsl.ae md civit seicry 12 

Sch€t and *iery tl 

Def @mmuiry 

Deai cutr@ ed cdMrion 

Fr@e wor*soflihr&y and detchitdrcn \7 

Cosnitiv. ilfomrion p@ins nodel 

NatuGtism t3 

Codhcriviso 19 

Legu3e dcElolodl: Ditr E.r rl@n* md hbroncat Evid r 9 

hLasp.cnonisin 20 

B.h.vionsm 20 

Cognirnisd 

ImrreMs I I 

Codp.lcnce 21 

Piasel theory of coeni{vo dsvr topnsnl 

- vleoEky s snlculrural p€Elpdrvq oa tdcue. dcve opmdr l, 

rDu(ucor tanguSc 2l 

Ldeuage dcv€ldpMr tn daf chitdcn 2l 

_ Babbli.8, g.stuffi,.nd catty tmsu4c devclopn.nr 24 

rrcmcy 28 

Diebility, $ciery .!d ln@cy 

Achiw.Nnls olPeen wilh Disabililies and r_iie@y 30 

l tD$ ol lnd&y 

funclional tir.ncy :10 

Culrudtlitoacy 

Crnicsl tirery 

Tmsitionat lir@cy 

S.riptlircret 32 

Carlior til@y t2 

P.rfodmce lir.rrcy ll 

Lncfty aJd defns ll

Rolc ofsigr lmSugc in deaflircr&y 

R.adjng dd dofchi&$ 

D.rdopocnr of Mding p@$ in dalchildEn 

Appo.chq lo dcvelot G.ding 

VritinS snlh ad childr.n wi$ hsing impairnent 

Ediling 

Elccrrcnic ncdi! {!d d.af lit.cy 

vi4o clippin8 ba.d imnEdod 

ch.Pr..III METHOttOtITcY 58 

Phe I: Developmot ot Utdu Readin! ..d Witing Test 5B 

Tablc of speiiicadm 

Item tolmr 

Assmbli.g oflh. icms 66 

laSth oftnc t6t: Nmb.r or nd3 dd rcsponsB pd icn 67 

suplinc ald als.s@nt of @ntot v.lidiry 6t 

Pepd on ottc ld hFtlcrs fo.pilorBting 63 

pilot l.sting 6B 

Iren aMlysis ofpitol t6l:'t be developme offimtinslruheor 72 

Firll r.sl 86 

Fc$ gbup disusioa 83 

E\pcrin t on cttectivene$ olvideo ctipping 90 

The fMe wort otrhe srudt 90 

tl'€ $ledion of 8!lD Foudriio. Acad.ny for cxFriDcnradon 9l 

Pcpaaion ofvid.o clips 9:l 

Pilor lc$ing oa vid@ ctils 94 

r$tlcnon for impldddng rarror (video cljps) to cxFi@rat 94 

sclelion ol exFrim.nl dcsisr Cddr posen conlot crcup Dsi&t 96 

RaiioMlc tor dcai&: sl..tion 96 

R rdon *ldion of dE sple 98 

RaIdom sl6.lion of@hds r00 

It 

It 

36 

45 

48 

.13 

50 

5t 

5l 

5l 

56

100 

t00 

t0t 

t0t 

ANALYSISOFDATA IO2 

ft.n sslysh ofth€ iioal lcst l0l 

Conqsion of BvsBiniot'sE ll4 

M@ ed slrdsrd ddi.lion oflhe 6nd 16l I 14 

Md..d sl.od8d d.viation fd dofsirb.rd bo's I l,t 

'Iteconparisnofna4.ndsrodedd.vi{ionof otdinaryscnook ll6 

Swary srdtislis ll7 

Nat@ of th. distribulion of @Dposilc sr$ dd scorcr of tne I 11 

Pmrilc d s for @Dpoeite 9:6 of cl6r 6, 7 and E 

Pcle.rilcs 6rls of cl6s 6, 7 .nd 8 in ordirary schook 

Per@ntiles rdts ot0ls 6, 7 dnd 3 i. st cial schools 

PdEntil6 @l! ofloth Alups in clas 6, ? dd 8 

Ou&om of f@us gbw dissioN 

Dala analysis oflh€ qFrim.nr 

A'lDiniilrslion of 161 i! loEr cl@s 

SUMMARYICONCLUSION,ANDRECOMMENDATIONS 

sumaty of Ted CoNldction Pmcedu. 

FindihSs ofiie Tesl Analylis 

P.rtdn Prnte for Conlciia ScG of Cl6 6, 7, lrd 8 

Sm@ry oflh. Fls coup Dicusions 

OuMn. of All Focus CEup Disussions 

Sulmory of the Expeinc 

Findi.gs of lnc Expqin.ri 

viii 

l2l 

t2t 

126 

tza 

tx9 

t29 

l3t 

lll 

lll 

l14 

135 

l]6 

142 

145 

143 

l6l

Ll 

1.2 

3.3 

3.4 

).5 

3.6 

3.1 

1.3 

Lt0 

Lll 

312 

l.ll 

4.1 

4.9 

4!l 

4.t2 

4.tl 

4.!5 

4.t 3 

4. t9 

422 

LIST OF TABLES 

Relarion ofTcsl t Dslh b T6t R.lilbilitt 

Conbin (D.rf & H@ins Stldcnc) Aialylb ofslrucluEd 

Rcsp.N. Item Pilot Test Fom A 

CombiDc (Ded & H@ine Sudcnts) Aslysis of Sldctund 

R6pon$ Itms Pilot Td: Im B 

conbin (Deafr.d Hcdiry Srud.Dls) tualysis ofun. 

slructwcd llem Pilot T.d: Fom A 

cobbin (Daf.nd H@iDs Stud.nrs) Anly3is ofuo. 

Srur@d lr.ms Pilor Tst Fm B 

scLcr.d It hs ror l:iMl Tesr (P.n A) 

seleted l|chs ror Fiml Test (Pan B) 

Tablc of Speifi.jrion of Final T6r 

'lnc ZPD a a F@ch* of d. Shrdy 

Rddon Sel€ction oll0 Stud.nts ed Fomation ofTw Gnups 

Repl&emcnl in Exp$ihdlal Cronp 

Two Rcpl.ceBdie jn oxp.rihcnial Cmup 

lch Andysis of Pan A {Heeinr Sud..ri) 

Ilcn Analysis Pan A Geeing Stud.nrs) 

lrcn An.ltsh Pan A (DerI Slud.nN) 

llcm AnalFis Pan B (D.oI Siudq'r) 

Irh Anrlysis Pan ofA (All SrudcnE) 

rrem Anarysis Pan ofB{all srldenrs) 

Calculorion ol Mq dd Sta(l5d Devialion or Clas 6,?,8 

clE&roistig of S@E Disfibulion 

P€Gdilc Rlnk aor $. Td ofurdu Readins ed Wiiline by 

s6ft i! P.rcmtils of Cls 6 

SoE in Pctqtil6 in CIN 7 

S.oq R.l'o's i! PcEentils i. ct$ 3 

so6 in Pecendles of$e D.!f in Clds 6 

conposirc SoG in Peunliler of lh. Def in clss 7 

S@c in Per$tilcs of Ddf in Cl6 7 

Percenlil. ConpeisoB in Bo$ CDups i. Clds 6,?, & 8 

De*liptive SratisiicsofExpdime al md ConrFl couDs 

IndeD€nd.nl Sdpl.s I-Tet on Pe-Tdr of E psiocnlll tud 

Dcsnpiv.Starisricsof Expei@ntal..dConEolOrclp! 

hdependcni Smdq r.T€sr on Posl- les ol Exp.iinehral md 

Conpaiion orM@ dd St rdd DeviarioN eirh hw.r 

62 

72 

1E 

82 

35 

92 

r00 

104 

r0J 

lll 

|2 

r t5 

117 

122 

t23 

t24 

124 

\25 

t25 

t27 

110 

130 

82 

t12 

113

Ll 

4.3 

LIST OF FIGURES 

Sclclio! of Sdpl. and Cnup Fonnaud 

GEphical Rcp'gdtlrim of Scc of Clas 6 

O6phical Rcp@tarid of ScoB of Cls 7 

C6pnical RcpGstaion of Sc@, of Cla 8 

I|9 

120 

l2r

Chapter I 

IN'IRODUCTION 

Poor rccdins md wriling abilities of ohildGn witl dalhes odd o. the efteot 

of hding lo$ lo rh. cxr.nl lhd ih.y @ not .ble b @nnuic* dd lor dEn b6ic 

oeeds such I lood, shclt r, ed h..Xh dc. ftis phenon non is very uniqc in lhis 

pd olwo d a childrcn wilh h.ainB lo$ livins in oth4 counties do nol.xPeriene 

sch h!ndi6p. Childd wirh krins inp.imor fa.c diftculty in rcqunins @dine 

ond wilin8 skills nol b€ciuse ol lheh inherenl shonehing blt only becausc or 

oud.Ld ftthods of @hin8 hs.d on I p€niculd idology (toan b.liefs) aboul 

t achinS .nd l..dhg pocca$s of th.sc childrq. Swh idcology d@5 nor rllow .ny 

chdge in .xisling condilions 6 both te.cheu and sludcnts do not know then eal 

intE{. Children wnn h.dtng idpiiment @ siBns $ lh.n li6r hnBuag.. Bur 

unronunaEly sign languag. isdismu6Bcd b, fic t.ch.m al$ough fi. .hildpn with 

heding impaim..t @ ..p.blc of using sisns. This cl6h of i easr cales a bamer 

bctwen Eehds md l..fu6. A |rl of communiqtion l€ads ro poor coSrniv. 

d€velopnenl, As r result thc dudenls *ith heeins ihpdmeDr aE not abl.10 msl.r 

lhe b€sic Ud! r@abuhry ro devclop Erding conpEh.nsion md witLn qp6io.r. 

As a rcsull childcn si$ hcaine impdimenl f&c tr.mcndous dimcuhies in lhen 

conmuric.rion sid oficr D€opL when ficyjoin $e world ol wolk cltgsch@lin!, 

A3 highliSn..d bt M@Es (2001), 

Mosr of studies h!!c bcen conducr

qhd deaf childEn can dD bul ralh?r pE$nt d unbmkcn and Frhaps invllid 

pictE of |.aluE rnd ondemhiN.n.nl ofthc dof (p!-262{l). 

Reading is scn s a rml for acquning *novlcdgc End il my b. consid.Ed 

morc imponaor for dcai indiriduqls than lor hettins subjecls A d{fp.Mn\ aocc$ 

b cultuE dep€d! on .ithd he or sft dcvcloFd fluency in E.dins. Re.dinS cs be 

d.lin.d c lhc pcd of delring n@in8 frcn Fid. 

2 

Thc wqd Elding shows rtE 

n.lningrul inE action b€t"€en an individual sd print (R€yndds & FlethelJdMcn, 

wnrlen expEsion is lh. mosl compl€x lnd thc 16l fom of lm8ug€ b b. 

!.hicvcd th. int.rclatcdne$ ol ldguBc skills h6 b*. co.c.Fu.liz.d by Mykl.bust 

(1965) in tems of ! hi.Brohicll consrtocis tld suggesrs that lislenins, speakinS, 

dading, ad writing dcvelop in a pdgEssioo dEt is csc.ndable and EciPmcol. 

Dickin$n (6 cilcd i. MmEs, 2ml) *6 thc devclopm..t or oal and wrhr.n 

loguage sr$enr.s bcing profoundly inlcFcrive in $!t 8rc"1h in dch mode Esults 

in oocnilire pr@cssing ohanees thal oxcft influences in a ctclicll mrnner. For 

.xmple 'wNh tohd thal @ly phonoloSiql ad mcL linsuislic d.vcloDmcnl in 

oEl l.raugc af..!5 th. rcquisation of Gdirg stilk: in tm, rchicvdc.t i. the 

rcading fofl in0ucnes p€EFctiv.s of lisl.nins, sp€aling .nd witing" (Aey.dds & 

ljletcheFJauen. 1990) Paul (2001) s!y! thal childEn with ho.rins impaiment dso 

alce rhc prcblcms in phonologiol &vclopmd of languS. lnd lhis dcpivdion mrt 

Moo&s {2001) indicoted thal ih comp&ien wirh nomd srudcnls, Fntercd 

compoed by lhc hcuins imFired tcnd !o bc l.$ complex, wilh moE cmts od lcas 

div.6iry in tmbulary Ng€. 

The cadins a.d wrilins dilficullics qFnenc.d by childFn wilh h.orins 

impoiment n€oessilatc th. dcvelopnc.t rnd !s. olinstuclional pm.dui.s oimcd rt

improvins Eading ..d wiring conFrcnci.s paniculdly i. tcms of thcn funcrioMl 

reading ud writing skills. Ahhoush tne dcvelopnenl ofrccdins ud *iling slillin 

$ud.nls qn be d.velotcd b 'Gs, ..4uirc ond ue kowl.dge in @l liae 3itu.tions 

as r.ll as aor lh. puFuit of highcr l..nin8, this dlqo ha nor yet con.ldc in 

P.kisran, lt musl b. d.monsLaled linc .nd aeein tndt dude.$ wilh hefting 

inprim.m macquiE sdns od wiling skills if cl'*livc metMs of t.shing e 

In Pakislan sud.hrs with hcanng impaimcnl arc still l.ughl by usins 

Fldnioial md i.cfferivc tuthodology.ln addnion ro othtr ocademic poblcms it is 

.ho obsped thar childrcn wnh hcrring imp"imenl hdv. dimcufty in 4i.8 wtu.. 

l.ngu.sc to expc$ thcn ideas od lhoughrs bolh io En8lish lnd udu. Th. srudies on 

co&iirivc tututio.ing of stldents with heding inprimcnt indidtc rhr "no 

signific.nt difcEnc. is lound b.N@n th. co8niriv. .bi lili.s ofth. narinS imp.iEd 

ond normal pces. Thc Fsuhs on iohievcment test shor th6t theft ha lagof3lo4 

y.$ on direEnl subjccls bcins huShr al *mndory lcv.l (Moores, 2001 ). No ldge 

*hol {uilt h$ $ ft. b..n @ndr&d ir Prkitu lo sblih r b&Elift Eldi.g ed 

sdtinl abihies ot iudcnls with hcaing inpaiftent. The i.suxs of th. study 

@nducad on efiecriv.nss ualirional n.lhods of i.ahing h.lp B lo s thc lov 

p.rforn1lm of d'c childM with ldin8 inpdm.. which cn b. r[ribltcd ro lhe 

in-ef.ctiv.ness ol th. mc|ho

.nnecirg lh€ tunctionll skjlls of.hildE. virh hdnns inp.jnenl in edng lnd 

xiring. vida clipping m be dc$nb.d a, A mdin3tul *gndt of rh. disri.S 

ti&o p'ldlcion EpNnring ! Erl lif. silution". A lgt uudy by Harod lnd 

Bso (2006) indic.Gd fi.| lhe vid.o.lilping is s moE.tf*tive deihod oareahing 

of Gading and wrnins !o children *ilh hcinns inp'm.d thrn olhcr lBdilional 

mclhod' This encou8ged thc i.scshlr lo .rpand $. sludy by using a ser of _vidm 

ClipFind' ms&ial lor developi.g r.rdin! ed writing $ilities of ohildrer with 

hsdng impaimenl in 1be Urdu langu.g. b.sed on Ml life snu*ions. 

reh6 of th. Ctlldm *lth hwing htqaimnl 

Tdcbc6 of tlE sod.n6 with lEsring impaimnt who @ch Eadin8 3nd 

wninS skius wiu b€nefit lon rhc srudy d!n.g $c @ndwt of thc tudy &d in rh. 

lighr olthe findi.8s oflhis study. Th.y c.n rukc th.irr..ching afrective b, tdopring 

bener bchinc strategi.s. which *ill b. tBkd lor $en efTeciv.nc$ in this sludy 

Th.y con aho use lhe mateial produc.d in $. dldy os instNclional mt..i.l in lhe 

dNoom teachinS. Telcher can .ho us? os$ncnt tooh such as urdu Reading lnd 

Wntng T.st tnal will b€ develop.d in $c atldy !o rciom lh€ olasos .vllualion 

p@tic6. The te&hc. o. !s thc lal! i inslruclional n.thods for l€schins Eoding 

rnd wn ne cporled io dh studt. 

altifi*tion md Llket B.n€firr 

Tne $udy viu b.ncfil rhc ficld of .dldlion of childEn *ilh hoarin8 

inplimcnl in $e follosing earl 

Sttd.nat * hE@ tg ltp.trert 

Thc sludcnls vnn he&jq imp.id.nl !G lh. Ftu bcneficid6 or this srudl. 

They d rh. @l sbLhold€B in th. sysam. Tn main objftriv. offi. sludy is lo 

brihe obout o nudoe ol cnesc in rhc waF tuddB e lauer'l @nouistion

sl(ilh in $h@h. Ifthn objetive h achielcd by thh study, th€ standard ofedu€ ion 

of stud€nts vith h@@g-i6p.iBcnl will rise &d th. g.p bct$@ reding ed wiliog 

.biliti6 of snrdents wi0! hqnng impomdt 4d rhcir haing @utdpatts will b. 

hss44 flE iNErction l niar.dal ro b. d.veloFd in this study, lhe vid@ clippine 

hos.d oi rcal life sinBtios, the popos.d N method of l@bing dd rh. hlcsl 

sesmd pMed@s sill bc.qilau. ror ingovite lhe t rching-lediog p!oc.$ 

'nh {ill lead 1c' bentr colmdicltion skills lhal in nD dsw tn€ b€tler inl€dion 

ol thoe who m wih hdinc inpaimcnl in rhe society. This will als d.le lh.ir 

trmsition non school ro {orl . snooihq one. 

Pdtun'3 ot HIC and CMrnIt 

Thc p.mr. ot 3nrd.nis with h@ing inp6iment $frq becaNe of a sub_ 

sl&dard systd of 1e!chh& Thc redinS dd wiling skiUs paniculrly G crucidl for 

dE Ehlbililari@ of tlEir childFn with hding impaimd! Sine dE ststcm i3 

undble to ddelop colmdic.lio! sliUt mong lh.e childrcE th€v b€@n a buden 

on 6e fmily 6 Nell s o. siety s th.y EoP Th. enplovabilitv of sEh childrd 

with a lack of Bding dd MilinS skills educa to z€to. particul&lv in lhe economv 

uhd.r @6sion in qhich hi8l y quali6ed indiliduak wnhoui diebilili€s arc umblc lo 

find suitoble jobs. Even wheo, wi|h renablc @nnuicarion a h@iis iEpaired 

peen gels ! job, $e slay on lhal job is vcr, shod be.auP of 0E imbilnv lo @d ed 

Mire, lf th. pEsl study is eestul in bdnging lboul a chdg. in islr*tiontl 

ne$ods in sEh a way rhat childEn wilh h.{ing impaimst e lbL lo d€velop 

Eadins od *iling sklls, lh.y wiu b. able ro kftP thei jobs and *ill b€ nol a bu.d.n 

on fmily or comuiiy. 

5

Thc ltudy v6 @trdu&d ro: 

Objelivd ofth.S. y 

L Dcv.lop !ydid andclilbl. Urdu Rcadirgsnd W ingTc( 

2. Ass$ the exisling Eadin8 &d witine abitni.s in Urdu of chil&6 wnn 

hding imptum.hr to dlablish a b6scline pafonde 

3. D.vclop test nl)Im for rhc irr.rpE ation of individu.l sB. 

4. As* tb. efr*liv€Gs of vidco cliPPing in l@[ing Udu rclding and 

witing to chiftLen *it[ b@irs inP6imcnr 

Qu6llolt ollb. SiudY 

lhe $ud, q as @nduckd lo eJ*ct $. tollosingqueslions: 

t. C6 a valid ad rcliall. Urdu Rcading &d Wnting Tcsl b. dweloPcd for 

chil&a wilh hqring inPaituni? 

2. Whfl b lhe mt l*l of dditg ad witing of childr.n wifi hcding 

inplim.nt in dE urdu Lnguag. dudyins in .lass 6t thrcull 8J1 

3. Cd percdtile tarls b€ tlea€loPcd to inlrPrel lhe individul $ocs on Urdu 

Roding md Wnbg Tesf 

4. C& null htTo66is claiminc !o sigufi@t ditr tlc on Urdu Rclding ed 

Wridns T.st bet@ lhc qFincln.l ed conrol sreup€ b. Ej@led? 

5. Wh.l @omfldralions @utd bG @d. b inpDvc U. .xisdng l@hing 

l..tning pr@6s ofth€ Utdu l&8ua8.? 

Pl.!of Workr M.lbodolory 

skp on : D0vlopMt oJq, Ur.lu R.&line Md lhinng T.tl 

A $ni slard.diz€d Urdu Rdding ed Wdling T61 wa devcloped to 

esrablth . b.$line p.rfoM &d to 

'ss 

0F .Ecctir€jB ofvid@ clippina ir 

6

lcehi.g dadiry od uiling skilh b child,€n wilh h€sing iDp.iftdr, Ile r$ q6 

lieldtesledonaspleof I186student, 

Step Tw: E rabllshtunt oJ B6eU!. Reatltng ond Wtung AMtirr oJ the Chitdlen 

bnh He. ne ltnp.ituenl 

An Urdu R..ding and Wridng T.rl vs develoFd to csrsblisb belirc abitn/ 

in crding fld witing of lhe childEn bolh boys &d gnh wilh hwing inpajment 

srudying in 6ri, 7ri, md 8$ c166 Thc |esr * piloled by using sr.ndard ne$od ol 

tesr deveropnenl on a sample ofaboul2lT slldenls: borh witi md wnhoul a heeing 

inpaimcor this lesr wE appli€d !o a la4c smpte of (morc $s 70% of rhe 

populal'on) srudefts wilh hsing imp.incnl sMyiry jn vsioG *h@h jn rhc 

Punjab. 1 h€ bGeline w3 esrabthhed on $e bdh or dara coll€ded lhroush rhk rcsl 

Thc contcnl oft€$ ilens weie basd on reat tite situaions di*ussed bclow. 

St.p ThN: St.a.! of th. Etitttg T.khine M.tho& 

The fau srcup deNioB EE u$d !o Evel !E l*hing hcthods !.!.t by 

fte l€chcrs of thc childen with hding inpdmo! for r&hing Urdu @diDe od 

Miting skills. For lhis puipose iou focs Croup di*Ussions al Lahore, Rawatpindi, 

Multan, sd Faisalahad wcE @8ed ..pE*nljng all aFs of pujab Fovince. 

3t p Fort: Id.rdf6 dd dI R.d Lit SirtatiB ad.t DetopM, o! ,tlko 

Th. real life stuadons w@ 

video clippings were pEpucd by 

2 Hysiene ed clemli.ss 

id.ndfi€d to Epreenl conlenporary tife. The 

$. Ese@br. Th€ sirurions i.cluded lnc

5. Shopping 

6. Tnvcling aad i3il3 

8. ltBdd n€dicd c@ 

10. TcchnoloSy dd lifc 

I L lntcDeMnd rclariorohip 

12, Rilulj 

S,.p FiE: Expedaatador 

Prc-Tst Posnca CoftDl C@up D6ign G us.d to !5s rhe efrcctiv.Gs 

or sins vid@ clippirg for r€achiry Mdils ed kitiu in Urdu. 

s.t clio, o! stnvh tu th. E p..ttnatl 

A dkFoponio@r. turdom shpting pbeduE qs usd to $t.cr smd€ 

&!h da 6, 7, od 8 (out of2E,20, sd 22 Esrerikty) tm Hrna Fourdalion 

Acrddy for tbe D.d rrhoE FmD €.h tu i€ clajs 6, 7, sr,.l E, ,o srud.nls wEr! 

FMtiq qf Tw Ctotgt 

Tw grcupr c@i'li.g t5 sud. s *h 9@,edn Erdmly Fl€ded b 

@rliiur. rw gDuF for rie cxFihdl .s shoM in !!. fg@ (Fige t. | ). 

8

Figu! l.l Sdado of Sql. d gtuD ft(E|tio 

e 

a m 

sd

Asig,Mt o! Ttottanl 

'nF exprindul grcup ss dei8rcd th€ vid€o clipping n.thod Endonly 

wh€res the anhol grorp M ralght by lsing th€ u!@l m€6ods of teachine i... 

rrching of tqr tlroucl |oi'l @muiorion. 

The exFrine.t w6 d€sig.ed to Fe lhe efecl ollidco clipping method by 

Bing vygor'ty's zPD(Zore of Prcximd Dlvdopb60 lidew* h &telopins 

Eading od wiling uone childre! wilh hcanry inPdmmt. Tt Letrncnt (t@hing 

Udu Gldiig ed witing lhmugh lidco clipping) wd riv.n for onc mo n lo $e 

experin.nt l goup. Thc sigrndr of the r@ch6, hlving a Manct s d€se in 

speial educalion, to both Sroups ws Dade rudomly. Tbe 1e*hd qho wa seleled 

firsl w6 signed b ilrc @nEDl 8rcup &d rhe sond orc 0o rhe experimcntal grcup. 

The esular clssooms olth€ Hma Foudation Acadmy Lahoc werc usd 

b @nducl $e exp€rincol. This prcvid.d a n.nml srting for rh€ exp.rin. . 

The t€sr alMdy d.veloped lor ihe colleclion of rhe bdeline daia URWT wa 

us€d 1o @rduct Prc ord posnesi 

Dala wft @llect€d on diiloent vaiobls frcn th. sFcial ed nomal$hools 

of$e Punjab Povinc. The rcpon ofdaii DaltsG is bed on rne inlcrpetation ol 

qudlii.live dala dd idiognphic desnpdon ofqu:librive d!t!. 

t0

Chapter II 

LITERATURE Rf,VIEW 

Tnis chapler deols with the i.toduction ofldgudge 6d its Flalioh to $ci€ty. 

s well s the rcle of the sbool d i social instiluion for des$ibing the derf 

comunity or cuhue, LanSlag. d.!.lopmefi 4d ac4uisilion by childEn wi$ 

haing inp.immt e aho di*uss.d. R.ading od miting skille ofchildren Mlh 

hdins inpament h!v. b€cn highlidlcd by Fviewing dilletell sfudis. Fi.allv, 

dife@t mmuietion lpptwhca u.d by th. .hiL!*n wilh h@i4 iDPaimenl 

haY€ sle b.en di*Bed. 

L.!g!.8. ..d Civil Sahly 

Thc rclaio.ship bdvftn lsgus! &d cultuE is wll demc.tcd MoinCr 

e del@ired on fic bsn of sid .vdr. $iich smund ft '!s 

developms of l{rg@gc e hrdly b. ielatcd ftom th. $ial ovioMcnl of fie 

lnguag€. Coe rion dd legua8c e ieially dd culrudllv i erd.Fndent 

cognnio. is nol a univcel cnily, 11 c& only bc m€uineftl io a siallv dd 

cultuElly siruled mind. Individuls construct t ality by int€ruling {i1h thc social 

&d thysiol eNircMdl. Thce rcaliti6 de thc b&tbone ol mv lmgxage 

ddelopnent procss. words s!.n losi.8 ndings wh.n thcv d isolated from fte 

Mo$ childen sith h€ding impaim.nt function nomally it rcms of fie 

cognirive delelopnent. They conshcl $en realhics though $cial ed phvsical 

inlerrclions, Howev€!, $ey may cxpre$ th.m thou8l a difTcrcht ldgu.ge code ie.. 

sig6 instead of {ords lh.y may exp.ri.oce extftfte dimculy i. building 

Gs@irtions belwen mesings dd sPok n wods while leminS a spoken ldguag€ 

II 

-nE

Any efion for E .hin8 rhen r.ad .rd sic cffcciivcly mBt f@N on dcv.lopirg a 

linlls. b.tqq t6liti.s F tlgLd &d D.,nt iftd in si8rB {d msins @.len d 

S.tool .nd ScLly 

Ccnc.al conpreh.Eion !bo|l| soci.ty d cullw h.lD6 lettuB (o unddlrnd 

cdFrion ead its ootivarin8 fecror. A sch@l is ! de 

wh@ wll bcing ofth. 

individu.ls is . pdm. @n@n. lt is bali.v.d oar vhd individu.t in r si.ty c 

v.lu.d, hlvc equd oppo.tdtyrop.nicipat lrd djoy Mon of Uoud! $cy liv. 

cdl.he c ci.d by Y@ldyk .r al.(2000) ha dlirdib.d sh si.ty in 

We c comitlcd to die ddsdlic Preposilion lhd .eh child g.nius or 

horcl! blsk or ehnc, pd or riclr dDuld bc cd$t.d lo bdng olt O. besl 

U.l is itr hiF o!h.r. (p. 145) 

Aloo|.r *ay lo ud.ilrod lltc El.tio$hip of sidy .'d *h@l is to @aidq 

U. "ll.lionrlin" thlt is r.lght in ed@k NatioDliso cs d y b. ddclop.d dd 

nuducd drotSh cduadon. 'nE $udcnL lcM t n nriod ldsxa!. in lh. shool 

&d th.y @ lold abour fi.ir Mlioml h.cr in $hook. 

Third lrd rh. hd| inpondr frtrtioB of 0!. $h@l N to mcnber $. 

irdividu.lis of . 3tudcrt which ! b.!.d on hi! or hs shi.v.lMt and succ* 

sch6l s e innitltion ccatd . nini.l@ si.ty enhin it5 boud4i.s. 

schools d €sr.blilh.d |o giv. al'!ffs abolr th. cult@. n dnion, liking &d 

dislikinS of1h. si.ty. A $h@l cln slbw lhir chngc by ils stud.nE whd lh.y 

con€ out with thc tresfomstion of*icty's k owl.d8.. 

t2

\van@ (s cired in Yqeldyk., 2000) dcfined *h@l a ilslitulion i lhe 

School 6 e istiiulion delibeErely ed syskbatic.lly fouo* $e 

pl€st tior of sFbols in qdirg Edr€r, lalwr or .inal, anenpls lo 

tlesfer lion . co.ditioo of igrctuce ro on. of .lligh.mor offic inrellcd, 

lhe noraliry. md the lechnicsl knowledgc ed skills ofe an€ndv€ group of 

FNB in a &fDi0e plrce or a d.nnic lirc. cr. 2l I ) 

School encou.ges healthy @np.iton mong its students. Tbe, conFte ro 

€xcel ih 6ei! id€d ed id€ds. The r2rgct oI such conpdnior n adjusrnenl ro sociat 

mDs. TrE @rcept oa good boy' or'lood 8nl" is ba$d on sicrat nom. 'fhc 

peilect s.fomity 10 mtionsl noms nales $e individul a role nodel. Whcn school 

tails to EflNt ecial ooms in irs cuicuta it f.jts i! iG purpoe of lr&sfomirg 

cult@ nDo on. g*ntion lo eothd. 

DefConounl9 

cbmouity is rhe fomalion of a gtuup wirh $c tu. jnreGs! o. elbric 

bak!rcmd !o net comon goals ed sh@ th.n €xpdi.nes. They p@de lhei. 

raith ed moral valE! as wetl s ejoice in ihen raditions in E ishion thar woutd 

conc frcn tEir belicf! !d thinljng. E&h @muiry is inrerprdcd lo bc a csier oa 

'ts 

cuh@. In $is My dsf oDmuny is keM s lhe D.afculruE. 

The tcm deaf connuily is nol anraclive ro elt sduatos md professionets 

be.au* lhey &nd b focs on lhe rchlbiharion ad nain$eoing of dcal in the 

siely. ln spir€ of this pbfcsjondl thj*jng ihc ble of $e daf @muity for fi. 

welf@ ofth. d€af cm hddlt be ignor€d. They try !o ttevelop lhe poGnlial ot $e deqf 

population th@lgn p.nicip.tory .tpo4h6. In def @muiry or cutrc rhe def 

p@ple conDunicate, shm thcn .xpe.icnces ed socialie lhmetves lhmugh liei 

ldsuase (Hu$ain, 2003). 

l3

The awNo.s abod rh. mL of sigr leguog. gFw ai.r 19E0. The h@ing 

comnuity @s two diflemr p.npectivq to inLrE t withth€ dqf @miry, tirst 

lhG h $€ palhologic.l view aboul deafp.ople. h d€sibes how deafp@pk deviate 

froh rhe sLnda.d or de mmr of rltc hainS Fopl.. -nis is ai$ tmM s rhc 

Clinicd-Parlblogical vicw or lh. Medicd Mod.l, nis liew b6 ba highlighted by 

lhosc non dof pmlGionals who inreBct with dc.f comunity onl/ on a profe$ional 

bEsis. The vicw of the$ pofc$io.als perircs ddfircs n 8.1ivcty, Il 6 d 

oulsidels vic\. Aeording !o lhis vicw n @y be @ncludd lhal dat co'muity 

m6ls|s of thoe pople who h.!e l@ing md psychological pobl€ms due ro lhcn 

hqing los. Th.y al$ fe comuic.tion difficultiG dE ro h6ilg lo$, They G 

nol h.rine b@N th.y cmor h@. This lladr to m oppEssile bch,vior ed 

anitude lowad deat Ttis vicw about dcafp@ple s incapable of Ftf-dct€himtion 

ha b.er €all.d "audism" likc sxis! eism .lc. Tnis ren mdd b€ d.fin d s ro 

d.sribc disqimirarion or si€r.oltpes .glitrl d.sf o. hsd of h6ing by having thc 

dsmption th.r the culrw of the heding peoplc js $pciio, to rh. .ulrud of hesing 

inpsiEd peopl. sho e sign tmsugc. 

L @!idn b rhc ,Frhotosicjt" view lh. siotogic€l .pp@hcs @ quile 

diilerent in then p$pective. This h tooM as th€ cullwt view A@ordinS lo rhis 

vrw lhc ac mmy feloE $al DBr be consjdeEd whm dcscnbiq $e d.sf 

omu'ty dd this is a @Dpl.x r.st. A6ording lo thc view lh. daf communy is 

bded on grcups ol such pesons who she siSn loguage 10 comunicale which 

pmvi&s thcm $e bdds for goup cohBion ed jdaiiry. They EcciE jnfo@lion 

vislally ord she tl4m in g6rh_ How tn Fmn wjtn h@in8 inpaitu€nl &d 

lhetr conmuniiy is dsfibed by a common nd is depend€nl oo tiat what rype of 

rclationsnip hs b€e. d€vetopcd wjth deaf p@ple. TIE anirtds lowards tn€ 

I4

codaunity's legua8e ed ils culhft dct rnine you Frspedvc lowadr d€fp@plq 

TIrc individuals in dqf @muig epond to @mDu.ity Soals 

whicnderive from&aIclltMlinnu€nes. 

DdfcllluE.rd Edrcitioo 

I5 

in difrerent degrccs 

ClloE d b. defincd in difcanr ways &d m b€ btler dcenbed wnh 

rcfcrcn@ !o a peliculd gtoup. Nmw definiiio$ oI culle bav€ a prcmincnl 

impsct in .duqdon by eiving . brcad 6ge of sual.gic od P@ticd knowledg.. 

The lrdsnission of dcaf cullw lems u.uul lor deat children as nosl of the dcaf 

childrcn d aisd in hwine tmilid fi.t hav€ rc dortldnioB Addnion lly, rho* 

fdilies who have even childFn wi$ mild heding inPaimenl ce not rrssf$ theii 

cuh@ duc lo then inadequlc ct)!t1md o! sien l&gug.. Cbildr.n l.m lhen 

ldg@g. wnhin a contexl of how lmg@ge is ued by their paEnts dd il lhb mnl€xl 

is ml mqringin duc to hqirg tN, ho* lhe chitd will l.m to intcrur in ftc 

siety is conplical.d. To li!. in a culta all babies {ith beaing inpaift..t have to 

develot rhci. oM legDg. bul lhis is 6wlly d€lav.d Most ollhe d€afbabics do nol 

dev€lop lheir lesuage 6 they cd iol pto.e$ the spolei l&8u68e M&voflhed'al 

children dcv€lop lhcir ou cuhwe when they s|an lo deYelop sig. ldBu.Sc monl 

lhenelves d n b not dePcnde on heding Howde., children with hedinS 

inpaimett ce use all thoe objects, synboh fld social Pdcices 

thal had been in 

pmctie Md dcvclop.d by their dEeno6. The inlcnclion of childrcn wilh h'ting 

impdment in the society eqliFs leguaSe dev€loPdcd 

Ac@rdi.s ro Rmey (6 cired itr Helm 2002) chil&en *ith hwin8 

iDpaiftenl have to iollow a en€stat difl@1n.dim to acquie hman le8!age' 

Only siSn l@g!,8. 6 a mediM 6dd h.lp rhd !o @mdicarc t|eme (2002) 

also Eponed that "Parlial or mhiguols @ess to lmguage do's nol nI $e

Fquir€Denls for p.nicipaling in cultre, nor dos eeiliig b6ic skils iistrwtion 

send'hed 6.oueh e i €ry€|ei (!. 4). 

In rhis definition of cdtE it is cleely ec@red lhat d.af childto hav. the 

sme continlm of righh lo heirdce a.d d€lelopocnr !o live in tne sociely like 

otheB. Tn€y nc.d th. suppon of3Eh m.&rial, symbolic cultw ad sial lraditions 

rh.t could h€lp lhem ro &vclop wirh th€ h.eing disbilily. Lir.ntuE sho*s dat &y 

d.af culnu€ could b. slrone if i1 has sc.ss 10 elding mal€rial as do the h€ding 

pcople (Padden & Rdsey, 1998), Howcver, the d€alcultue hs its stmng mnn€clion 

with $e exi$@ of Amen@ SigI t rgugq ard uy dcllyed lmeug. 4quisition 

not allec$ $e Iites ol childrE wilh hc{ing impdmenl to move ii lhe cultu bul n 

alTects lhet educotion loo. 

Cult@playsaviblrcl€ inlnc.duqtionof childrcn wilh h@inginpdme . 

The mle of olturc in eduedon of childF. *iln h@irg inpaimnt @utd be 

udeBlood when w. emphbize th€ ue of leguage in leming (Pad.len & pesey, 

1998) Arod€r pcFp€ctiv€ lhal @ h.lp us ro udersllnd tne de ot cultN in 

cdMlion is rhe lrair-ba$d tcw All rho* childnn who wr lo dev.top Ueit 

leuing halc ro find rh€n adult's eoat, their @ys dd srd1c8i6 lo achicv. $es 

fnEdorls of Lil.ncy .d Dqf C[ildrcn 

ThF fm.worls of lile@t dcEloptrHl in d€.f childrm iavc b*n 

discu$ed in $e |ncdue: Cogniive Infomaio. Pbcessin& Nanxdnn, ed S@ial 

Cognitiw ltJtudh P@$ids Motht 

Cognitive infom.rion p.csing is bsed on $. thoughl pr@ess behind $c 

bshavior ol e individuol. Only Ur b€havior is m i..licaror of my chege in $e

lemcis stlrus. Tn€ Foc€siin8 tat6 pl4€ rnen lh€ leamr &rilely u*s di|Ieenl 

wys to sdeEland od plcss infomdion, The l€me. ft.€ives infodation 4 frcm 

his oi h€r ndory to use it 6 a Fior 

11 

rnowledge. The rcle of lhe iBtr@lor ii to 

F*nt thc intmadon in do add losicd n@a. Plul (2001) dcsib.d thd: 

Any developmcni in d individul is b6ed o cognnive d€v€lopmcnl. sde 

lhc maft€r h wirb lh€ l&guge dev€lopnot. Leguage developnenl s a. 

indepeldot sy$cmr howevei its go*lh depdnds on th€ developmed of 

cogniliv€ ud..piein8. b.106) 

A@ording to rhis frmcwork infomtio. is poes only i. rhe p6ene of pnor 

knowledge ol ihe lemd abou lhe subjecl nanq. Exisling sources only help lo 

6lmt w subje.l m.n€r wirh lh. disiing mna. For lhis p!tF$ rh€ tca.h€t 

Fovid.s support ed suid!@. Thd is no lim€ linil fot 3wh Siidqe 

A hdjor weaknes ol co8ritive infomalioh pro€ssiog is that d. lcmet husl 

harc d lcst a bsic kmwlcdg. oflh€ subjei Soo. dhes lqninc mv bc disroded 

by shar dc le@r oletdy loos. Thc cstral qleslion is fiis whal will hdppen if 

the leMcs do not hav€ rhe piior tno{l.dse oflhe subjst?" 

NdttaLn 

This tmewrk focus$ on lhe child I1F child bst integale his or hq 

md€nrdding oI lhe world wih |he help of peMi.l @ding ad Miling dcivnies 

Thc prponats of Mohlism ey rhal ddin! is a la&tionol pIGs not beed on 

Ue int raclioo ol lql md reader 6 spadle compon€nls. So the rcader snrl texl de 

boud rogaher d pan of one pG6s, Thc naoralislic posirion hs b€fl utilized 

pEdohindcly to suppon ASVEtrslBh BilitrM p!o!ts! for deaf childm dd 

adolesccnrs (Pa!1, 1998) Tbe najor ditbisn on thh fru€work w6 ihal lhe ole of 

the iNtructor or sielat &tivili.s in rhe dcv.lopm€ of lit @v hN b€n nininized

Const ccti,in 

A€ordios to lhb vicw the ledcr cotutruct thc nemings of the so.ld tyoud 

sid ii&dctioN. nE i@inBs @ only iolerpr€Bble in a $cial contqt. 

Patn {2003) d€sibcd: 

Iltis ne.wort G t tcn 6 $..xL6ior of cognitivisn - dEl is a pdadigo 

exlasion rdhd Ure 5 ptradigm shift. As a pandien shifr, mphak is on $e 

culthal hodels. shich anenpl io explain $e logu.ge dd 6gnitir. gtoslhs 

of individurls s pbdEG of c' w. In olnr *ods, undcBrudin& 

speilically reading compEhflsion, is a s@ial ptodBt - not sp*ifically 

based o! d individul's @gnitiv. prc@$ (p.29). 

The ldgugc ofrh. @r is ncn lo lh. qt nt the expcrioe js nch ftuh whjch 

m.oings w€E deriv.d 

Lrqu.g. DeclopD.!.: Itif.Foi Tt@ri6.!d nLto.icd Rdid 

The aquisiion ol lhe@ge, plnicuhly a spoken le8lage is €xlr€mety 

difficult for mosl rrude.rs wilh *verc b pDfoud bdiae imp'me od dis 

snudon ha persisrcht ctr cis on the d.vctopm€nt of a deaf child. A srud.nl wilh a 

posl lingual *v@ h@iog iDpqim @y hlw a highs Urdu l&guage 

.chicvene.t l€!.1 $m a pF-linguinic ev@ heding impsin€nl, The severc herirg 

inpaiment ad s @ly.g. of oei 6dle signinet lmiralio6 on ldnSug€ ad 

lileret mquisition mong childten wirh h.uing inpaimen!. 

Mey |hturis havc ben prcstcd on IeSuCe ac4uisition ed ih.* have 

ben inflEn€.d by sevcr.l brcad nera deorics such 4, inEosp.€tionisin, 

behotiorisn dd cognitlc $i€ne. E&h d€ory is diif@nt fbm rhe o$a by ils 

apploeh to lhe *udy of frind. Diffecnt viw?oiDls, deeribcd by paul (2OOt) d€ 

IE

IntrcsNc.brin 

\VlEn w€ dmine on ! nind wirh rcfeHce lo rhouehl &d sersry 

.xFricncs n is crll.d innosp€clionisin. It is 

*hich m@s l.min8 aboul ltui.g 

'E 

B.hdvia.hd 

t9 

to th. d.linirion of ncra{o8nilion 

A@rdirg lo lnis rh@rt bescd o! Stituer's Fsperiv€, t&gusc i3 

develoFd vio einfotu nr illoleh opc@r @ndilionilg. Mosi of Skim6 th€oncs 

wrc innu@ed by dE m.k of John B_ W.r.on, who f@u$d on $. obembl. 

Coghltirbn 

Leades oflhis $@ry sen $d the najor rcson for obs.tui.g behavior is lo 

m*€ ilfcdq abour ulddlinbg faclor ttDr € €xplain rhc behalior. tt f@u*s on 

*llry @nrov6,.l .pisldological isss rlDt deal wilh mtuF, extm and 

dcrcloptDdt of &mwl€dec. This ih.ory ale ris |o oller rh. mtuE of mdal 

cpe*nlar'on i-c how knowt€dgc ir sroEd ed p@cs*d in m,nd, 

Up b rh€ nircteenrh eduy no signjficor r*4h w6 @nduderl lo obwc 

thc larguge acquisilion of childrcn wirh ud wilhoul hong Epemhl Berwn 

1870 dd 1920, parcnr, wrc llE mljor sutu of inlo@lioo for |he l4g@ge 

developncd of childEn wirh heding impaid.nt. Ihe mjor onccm of fiee studies 

was lo hjghlight th€ vocabulary d.velopnen! &d sp€4h acquhnion. 

resu.ge d.velopmenl of childEn wirh hdins ihpaime ce b. 

unddtood by Ffnins ro th€ work ofchomty, He ejd rld hllrm @ boh Mrh a 

sP€.ial biologicrl nchdiso in Ue b6ia c.lted a tegulse Acquisjdon D.vicc 

(LAD) for l.ming legulge. tt k hyporlEsiad lhar lhe abiliry lo t6 toguge is

ilbom a.d narN is moE inporod $d nunw &d e of ldguag. is or y 

nce$8y ro &rival€ rhc LAD (Naftnal Lircay Trus! 200t /. 

Thc major @n@pt inroducsd by ChoDsla ws tn€ ..Uoiv.Ml crsM." 

According to this.onccpr aI hMd b.ines lcd rh€ l.nguagc by ! syslen of rulca 

&d principls. Hc ale d*dH lh. ldguSc equjsiiion unds $e fotlowiiS 

IaMtd.$ 

chohsky ac@idins ro Paul (200t) betieved thar lhe hm& mind conlains & 

imatc p@livity for a nMb.r of ditredr aB rnd rhh k@wtcdse b€.om6 

tundiondl or op.Etio4l vbcn rhc is inlcrcdon wilh rhe e.vibmcnr ,IrE 

envioMcnr does nol shape linsuistic knowledgej dher ii driv.les $c iMlc 

Adp.Ldc. 

(rowldgc is noi tuIy rcPlent.d in ,.whnl ir *id . $ unetue is subjet.d 

!o memory laps., fal$ slan, &d pdsihony. Attlough my sF.lc6 6 prcduce 

complex lenglhy senr€nc.s. rhey pref€r ro speat in shoner senten*s (paul,2O()l) 

Accordine lo Nadonat Ln@cy Trust (2007), in the firn lhFe yeds oflifci 

young childtln rcpl!$r good o@6i€loB s thcy w $ hdy t rguges 

oGisted of body or sign legug.. pairtine, dtawirg ed or.t .xpe$ior 

Diflmt rh@ri6 e tobd b nrE lirerarr with Ef@ncd to tmguge 

&quisirion but lhc nmss of pidgcr dd Vy8olrky m well tnom. Their vicw poinrs 

abour rh. l&gug. trquisidon m hri€oy d.sibcd h@. 

Pl4ga Ih.o,, oJcos,tiE Dd.t pn m 

Th. hajor concen piagcfs lneory re children's oSnidve dclelopnent. Uc 

teorized fiat lsguas€ was simpty ond of lh. childEn,s ways of epbenling lhen 

20

f.niliar "o ds, . refldion of tholgh! bur he tunh.r slared lhat rhis ldguSc does 

not contriburc to lhinrirS. H€ sid rh.l hulrtr b.ings lem thrcugh thc rwo bssi€ 

nflral operations of Ninildtion (aciiv€ly orgeizing n€w infomadon so thar n fits 

in willl wl'at is dEldy p@ivcd ani thoudt) dd.@modltion (chdcirg whar is 

alB.dy Fa.iled o. though to fi1 in with rcw irfom6ti@). 

Amrdilg to Pi.g.! peotle und€slard rhe sorld ed devclop lnen 

knowlcdge trough inteEclion and diEcl dp€n€nce with obj.ds, Fople, ed ider. 

Piagct also slr6ed dat natmtior, lclivity, sid daNhisjon, ad fie n*d ibr 

cquilibdm .ll infl@ce lh. thjnking p@s and liowl€dge dd€lopncnt. Piaset 

nn.d the p.@css "Schenat!'. In Eslose to lhes ionuencB, .eording 10 Piagett 

lhory, thinling prce$ &d knoyledg. dw€lop Urcu8} ad.prdion (indudine tlE 

@nplenoffy Pmesss of Bsinilalion ed eomodaion) od chsge in the 

orssiztio. of rhought (rhe developm. of shcm). H. dle enphsized rhe 

mpolt&ce oi physical aclivities dd $cial peer inleEction lo pomole ! 

dislquilibriM th.t E$lred in chdrg€s lo nonl sretlE- Ilris pM6s ale h€lps 

o individual io disv€r h.w infomatiotr p@plion ed @Dnui@rio. skills 

(C'oh.. & Swrdik, 199). 

Piagcl bclieved lhat young people ps thouSn fou slages s they devetop 

esory-nolot, p@perational, comrcic opqaion l, &d fomal op€iarioMl (Anjda 

2005r Silv.nhom, 1999t Coh€n & Swrdik, 199). H€ described thoe siag€s by 

eyins lhal ftom rhe s€Mry notor p.riod, rhe infd|s thinking ii domiDrd by $en 

perccptjons: to the fomal opedion p.riod, wh.rc s individlal develops rh. abiliry 

ro p€rldm . hypooEtical d€dNtive E&ning, @dimtes a st ol vuiabtcs dd 

2l

VEoEly't S@bl Cult@l P.dpecrivc oJbnt@g. Da.loptunt 

Aaording to VygoGky s@ial cuhral F6pecdve, cognirivc ddetopDqt dd 

ecial in&raction is r@sery lor leguge dclelopmcnr H. tried to inlcarigar. hos 

leguge highr inpacr on a peen\ rhinting. In @nad io pilgct he belived rhar 

eeoentnc sp€ch is in facl de child,s privatc sp€ech. He said thal a peson thinls 

md ues words !o lnink due b sociat i.re@rion. Vysobky's poi of view is very 

d€ wn o hc d€scribes sisl .omuic.rbD s rhc foudaiion of ldg@gc dd 

cognition for a child. Hc als endoE d thc ble of adutts in rhc l@ing ot $e 

childrcn. According !o hih 0!e bsislane of ldults helps lhc cnibEn lo build rhen 

conpehension to slve probl€ns on lhet ou (Mercs, l996isitvenhom. t999) 

'DE najor difeEnca dong lhe two theorisls h lhal Vygorsky enphbized the 

socio culual peGpsave .s the dosl imporu.t fa4ror for tbe laguage deyelopnefi 

wheEas Piagcr b€licled rhal rhc cbild,s imle abitiri.s play crucial Dl€ lo garhd ed 

org&ia infomadon ro devetop tneir tdguage, 

Srtucrurc ofL.!gug. 

Tle mjor purpo$ of l&gugc js !o e ir in co@ui@tion. The lic.atre 

ihdicat€s rhc following componenB of lbSugc e rqded io Ie4 it: 

! Phonotocy 

. MorpholoCy 

r Seoetics 

. PESmadcs (paul, ZOOIiLing, l9?6) 

L.rg!tg. DFdopn.nt tn Dc.t Cbnrrc! 

Ldg@Ce is a still tnrcu8)r which a hulm tu sh@ nis o. h€, $oughtl. 

cmot@ns. taeliqs ed ides. This i.volves rhe @rlive or qpBsve nodes of 

connlnication. Buli in lh. cse for chitdrcn sifi bding jmpaiocnrs. ir is ditrcent 

becau* they do nol have $e tult ue ot th€ir he&ing dd spech abilni.s. l. lhen 

22

le8lag€ dw€lopncnr, tbugl lh. pd* is $e mc bul is del.yed. this difl4rce 

@dd be udcElood by considqing the tollowing p!@s of ldgu.Se deyelopD@r. 

Btbblitg, Adtwt, tnd E tl! Langr.se D.wloprctt 

Like hleing childE4 def blbies fotlow tnc sc pMes of {1, 

lo

(Kmdi & sud&i, 2004r, Mdschdk .r .l., 2002). Like bobblins in hdine babies 

synbolic gestws pl.rs e inporunt rol. in the l&guage dev€lopmflt of a deaf 

child. Ar.xmple oflh. usc ofsynbolic gsturc in youg child is when be6he poinrs 

lo e obj.cl thdl is out of r€ach qhile looking at his or hd oother. Dsf pftnls of 

deaf childrcn d €sily ud.$rand rhs. rt?$ of si$s a lhei. babblii8. 

Schind (2000) deenbed rl@ ue of slmbolic gcstues in hceing and d.af 

childEn. Deaf childrcn devclop synbolic 8.srus at th. mc tin. whcn heaing 

childen d.velop rhe spoko wor& md fiey use rhe srrbolic ecsrrca for,€quesring 

befoE th.y e€ used for labeling Deaf childFn u. lh€ eestws ed words first in 

rou nircd &rililica ed d€n in rh€n @mdicltion, 

B.foF l.Ming tc sjg.s chitdEn expose{t ro sign tmguage aom binh have 

ben obs.tu€d to ptudue heual babbtiDe. H.nd ecsies in sequocc e irvolved in 

ndual babblinS *'ticn panislti csmblc sigDs, bur,hich e not ucd me.ningfu y 

Phonologi..I Daylopn ttt 

Ar drc pndobgicd t€wl ll|e fo@ is on rh. ,st madc &d ,l@ilgtut u. of 

euld pands witlour Efft@ to rhci. gtuiicd oniol (D@ict, 1976; p.ul, 

2000). Th. d@fchild ts sigB insi.jd ofeu for pboDologic.t &vetopncft Tnis 

dev.lopnenr is. hoEv.r, not |@8llizld by hcdi.g pcds. 

Srntuai add S.tunnc D.|.topMl 

ln synlacdc d.velopmot the childr€n lry lo i.o rhe ru16 tlEl golcm ho, 

moDhoes (lhe sdld n@in8tul bn of g]nmarqt fom) d. combined inro 

words d well s how vordj qe combincd irro *ni6@. The Fmddc delclopndt 

n defin d s l@jng the ntuing or lne @rtcnl of legug.. As cniBEn te@ $e 

24

onlml of a l$gugc, thcy e disvcriry the rulcs t[.] govcm $e n $ings of 

erd! phl?g and stelB (S.[mcr,2000). 

Mosl of te chitlrcn Pl!d@ $.ir fi61 eid sr 1he sge ofone yes. This als 

confims tlEt cohpdhesion of Mds cmdg€s befor. th. ability ro poducc wordi 

uu.ll, eud $e ffBl binhd.y of thc chjld. Heme (2002) says tlur nosr of the 

people who dc not fdili& with the cnib de uoable to und€stod rhee words tult, 

s the child is sriU in the 6ly sbgs of gaiaing control ovd his or her driculaloB; 

boweler,lbe fanily is able |o Ecognire lhe* hrds. 

It ba also ben obseFe! drat deafcnitdfn ofd€sapde s have ooE words 

in lhen vocabuldies or dev.lop then bguage noE opidly in sigm Md g$ture as 

comp@d ro deaf childr€n of hefi!8 pdeirs (Moorcs.2o0l). Funnd ob*derio. 

Efl.o rh,l mGt de.f childcn of he&ine fuilies d€velop th€n fi6t vords latd &d 

v@bul.ry developn€ slow io l.ld time periods. ,tris sn@rion dcFnds on rhc 

ciEms|lnc.s of e iodividurl (€.g., shcn he ws iddtificd dd a! Btur sv€rity level 

or h@ing lo$) (Hcmd, 2002). tl is al$ obw.d dEl deaf childc. plode ficn 

home sigls evcn wh.E |hft is no si$ tdeuSe (Mylmdo, I 983). 

E rb v@obutao '".t Deof 

The d€v.loprncd of @ly leguae j! d€f chitdrcn delend. on wherhcr lhey 

havc only h@ins Imily nmb€E o. dcd p4nls ed sibl,ng ar honc. r hc chitd,.. 

with h@ing inpaim.d who b.ve d€of {hnily nqbes in Ih. b{kgoEd d.letop 

thci drly ldguee in siSjr more quickly sd nchly iho lhoe who have onty 

Latq Yeabulorr Acl.bnbr 

Ar the a8e ol lwo yea6 o child *nn h*ins lo$ nsulty bss aboul s0 krds or 

signs. Ar this stage childre. wirh h@ing inpaimelt le@ ro @Dbine ih€s sigtu or 

25

wods inlo sentcnces lo lry lo dev.lop the lexical ncming of lh. leant words. Tbey 

slnggle, how.vcr, to exte.d lh.i. vftabulsy acquisnion sd compr.hosion. 

Mosr of rbe dqfchildEn with h.ding pe.rs leah lhe sig! from lhcjr paenls 

who rh@selves do not ue sign ldguge. They arc. rhercforc, unable to d€rctop 

abstFct conmunicaton. M6tly, rh. pr&icat ue of lbBuage i3 sen i, raleling by 

bus, visning $e esnutu! md going lo 0E na*et o, ot6 places. -Ilts is not cas, 

Oough, that wc leu the abstr&l con€pls lir€ pohics &d reliSion by concEle 

interacdoo, If patur only introduce loys, dtinks, f@d, ed sinple contexrs in rh.i. 

hmncd legugc, thcn th€n chjtdrEn wit hsjng impainenl &ce lFnfldous 

prcblcm od lihir.riotr both jn lhe *ly dd lh.n ld€r voobulary dev.topDdt. 

Scb@l rhe plays a imporlant mts in thc lat€ ldguage devetopne jn rhee 

childrcn. SFcifically wn n d€.f chit.l wit srh bacLgounc ,nrEcrs wlb orher 

cnibftn wirh di,T€Mt sied jt bNohes.v{ noF difllcuk ro (now *nal ro t€m a.d 

wr'al ro stain in $e funE. flrc p@bt.m is furrn r agSr.v.red rtu! fiey meer tnoe 

l@chc6 *t'o E dif€E signs for saG objds o! e nor fmius wirh dE signs. Ar 

. rcsul $cy mqy dev.top dinoncd @muierio. of limircd fuctiorol ldg@gs, 

D€v.lopncnr of emnat..l langugc dong de.f childm 

l nili6 continGs ro pregB noc slowty, Mthou unrrycnno. 

&quisition, The lmguge ttui4 in ih.sc chitd..! is rhrcogh di@r co@uiation. 

'ne snldy @nduct d by p.ul ad euist y (26100) indisr.d rhar .bsrd rcrds 

l.dinc is a diflicuh 'M ror d|e* childEn. Kyt. ad Hdis (2006) foud rhar 

Foducdv. v@bulary ed sp@h @ding wF sigifi@t prcdjcroR of c.ding fo, 

lhc &!f childd anr hains tos od nonvdbat inklti84. had b€6 ecounrd. 

26

Howcycr, spelli.S ability ws nol ss@iared with Dy oi rhc orhq n66 apon 

h is well kioM fal rhal ldg@ge developme h difticutt for childlen wilh 

h€ing inpoinenl. Linguistic @hpeidcy is nol4y belse it is nol a iaughr skill 

dat @ be le@cd. For deaf child tne o.r!d h complicaled. Tcachers e doing rhen 

besr to delivq what they know. Unfortualely, they .lo no1 halc dc tools dd 

opponutuly lo r@h laguage ro deaf childrch. Mosr of $e teaches ue 

bilinguatbiculturd arld whote l&8ugc atp@h$ ro ieeh fien bul for rh. def 

theF apprcacnes a€ @n1rcve6iat ed prcbtcnaijc lor the ieching of reading. Io 

wholc lagu€e appro&h th€ te@cr lrics lo l.m ro Eld while looking lne 

fed.m@lal @rry of 1n.ldgqse nre @ of ASL s bilineual apForcb is lgain 

nor beneliciol4 il h4 oot ben evalured fo. ns cfielilocs' The dqf cl ldM, 

Lheelbrc, do nol lem the appmpiial€ lmguae ski s. DE to ihe t&t of ldguge 

stills, advoc€d lil@y (Eiding ed Miling) skills e ior &hi€ved by chitdFn wirh 

Lir.,ic! 

Lile&cy s a std h rcquiEd for dy p€en b be edMlcd ed |o lad @ 

mdependenl life. DifleEnt Fopte have difeEni definitions ed m6in8 tor lircncr. 

1'o dev€lop a Seoedl uddr.ndil8 atour tit@y, d.finilions by dillcEnr 

or8oiations or ciFft re 8i!o hcE. 

Lierac) is$eobrlnJ ro@ tdeuse &d rmag6 in nch ed vded 

@. Mle, rr{kn.spcat. vi.w. Eprcenl. md drntcnlicallJ abour 

emDt* 6 to shd€ infomatioo ro Inr@r w||h otlEE, &d b hate 

(onhrio Edlcarion for All, 2004) 

Lirerey n als lnom 6: 

27

Th€ sel of Dngible skills - paniculdly thc cognitire skills of cading md 

qiiing $r1e ildcpend.nl ofde @nra\r in *hich ihey e a.quircd md 

the bmkSroud ofthc person who acqui* theh. (Lir€tuy for AU,2005) 

l,n.r&y means being able |o sp.al, lisren, Ead, kne, dd viewi rhinkinS h 

e integnl pan ofall lbese pbeslB. Thc United Narions Edu.alional, Sci€ntific md 

Culru.l OrSoialion (LTNESCO) h6 tt$fted the fotlowins definirion; 

Lit 6.y h 1h. abiliry ro idenriry. 6d.6ta4 ior.aEr, crcarc. @muiale 

aid @Dpurq sing p.iaied &d wiricn ndreri.ls a$ciaid with vsryi4 

conrcxls. Lnedy involv$ a con|lnum ot l.mins @ embt. & rndividd r; 

dhi€ve hisor hq e@ls. ro de\ctop hic or h.r tno$tedg. ad poknliat, dd b 

pdntr rpare tirtt) in $. q rdn sci.tj I LN ESCO. 2005J 

Ti.* d.finiions cterly indic.r. thlr lit€Bcy is wn beyond $. abitiry lo 

F.d, kire ed conpue, LitcEcy for lh. de.f conot be, $mforq contued lo simple 

Ead'n8, Mirin8 dd @mpurin& 

nh.bitit, So.icry .d Lit.ncy 

Lne@y h fl iDponst arpel lhat h.lps lo .l€vclop rhe identily of a p.con 

eith diebiliry in rhc @dmmiiy. Ditr€Enl vids abo diebitj9 hrre been 

pm.i4t€d. SoD. p@ple latt€d abour lie popt. wjth dsabih,.s 6 a nedicat 

@ndnion, Th.y rhi* ir is a 6utt of! di$e. wticn c& b. cuqt. Howercr, rhe 

saial nodcl of disbitiry hakd. sp.e for sciat jn!€ry€ndon drcush.ducadon. 

Tlmueh cdrcarion ir is po$ibte ro ehicE tire@y. Al pE$nt dc.r educarion hs 

aailed in this p$ln G@ed .r al., 2006). 

BEEsrd (2004) indid.d rha!, .hjgh poponions of diebted p.opt. Ead 

subslantially b€low apercd 0ev.ls), gjvm chrc.otogi€.1 .ge, and 

cos.nive4inSuistic abilnics." !n Espq& b dlis, pod (1997) sugSeslcd lhar a 

posibl€ .xpldadon inctud6 low €xFclations by rlte leactEb ard pdnrr, dd 

iDd.{uale lireacy siatizrtior rhd Ef.R ro skills seh s & undeBrrndjng of rh€ 

2A

fucliom of *iring, fuilieity wih tht alphabet and th. convotio.s of pdnf'(!. 

46). 

lo lighr of this dieusion rh@ s@s ro bc a lirsdy divid. b.tscn Uos 

wilh dd wirhout diebiliry. 

Achia@n8 of P.son tuh Dittbito.t ttut Lk rc! 

Ill.c is a stong rclarionrhip bclwecn (onobic delclopn.nt &d ln€,acy. 

The cout ies wirh low li16&y EIB do no1 show hiSh CDp. Il. litc@y a.d nadonal 

devclopncnt @, der€forci inr€Felar.d. Lir.Ecy h6 r€n.n

Cahural Lntuc, 

A(ording to FEirc ed M..ado ( 198, d cn.d by Ndcy (2005) sid rhrr rhe 

fdili&i9 wilh sp.cific tinguinic Fad'doN or bodi6 of infom.lion frcm . cutMt 

srelp is knoM d culnlil lit€@y (,.26). Hdis dd Hod86 (1995) dcfned n 6 $. 

body of Oe 'm d kewlcdg€ is &d on. posws, !3oinl which a p&ri@ld 

n.sgc is dccoded. An individual who *er b coDpchend 0E id.2 of culn@l 

hl.my neds lo collsl the b.clqrcud tnoel.dgc b eoug 

conlq\l of a new litc6t@. 

Culhtr.lly onen(d pslte har $e abitrry ro e $en bowtedSe hcluding 

wn'l m h his d be c'ntuF. ald mmpqs votu6. c6!om. .nd 

ln'om.hon . !o oc text $ey srud). B n do.r nor med rhe cutMal lirmc) 

E limn.d to originat cdtu( or a FMn bd ir coNhts of soml t owtcdS; 

conprcnenion. dd oaenk on .s $. b fiis \o!td be devetoped bJ dc 

fonnl int@crion of rhe ds or infom.lly in th€ ficld 

Thc @!epl of culrud litch.y is gaioiog moE ed morc inpotune in Ihe 

global villase whjch is mergirg s a rcsutr of k owt.dg€ erplGion od tCT 

{lnfo@tion dd Comuicadon Tebrolocy) r€volurion. 

Criaicat Lit toc! 

Topica of dispule, power, conrrct, dominarion, self.consrruction, awsen€ss, 

dd ropics of poliiical dd cconoDk datFis e *udty higt ighre

IMtlondl Ltetu t 

when e individual is able b buiu tnc m@ing of qords fron lhe winen Ex1 

lhich includ€s the visul iDa8cs dd dehil desriplion of capliotu is looM 6 

lrmitio.d liteEcy (N&cy,2005i wlirhore, c@dme. & orocli,2004). 

Pauldd Udg r2005) h4 inEodcd Lhe fotloqng rnes ot ticra,y: 

suv Liktucr 

Th. tradidoMl vicw orlir@y (e.s., edi.s md MirinO should b. labcled 

scn h.rmy. Sdpt lirer&y is olso rako ds tnoCnpbic o, chi.oeraphic (hand 

wirt€n) infomadon which hd bcd captured or preswcd on pap.r or et@roniqlly 

usin8 ainen leguge syDbol systen (c 8. letles, chd@r6), 

In wies of lir@y dd d.afn6s, tn€ ..|i{€,acy" dimculics hav€ b.en 

chedenzed 6 bo$ o ace$ &d tmwtcdge i$8, leadinS !o probtems wilb 

'n$pEbr'o. (Psul, 2001). Paul bclieves dEr no$ d€atchit&€n pce.d b tow t.vel 

ffipl lire@y skills s |bey re orty exposed ro low t.vct mtcrial or low dm{ding 

irsnuctional &riviries. Ttc mjor r@D for djs row tevet $.ipr lit @y nlr.rial is 

$ar dE$ childr.n c.lmr eds or h&dte lng!€r lwel pid ln@y haLrirl. Thjs 

lo* levcl ol lite@y marqist og3s€s dE srudcnl3 in ls risobui moe ti!.El 

@ennvc &livitis and dG @r provide eptc opponuitB [o ihpbve lhen 

cocnidvc abiiiri4 d nelaoitv. sreut (p.ul & wag, 2oo5). 

C.ptlon LA.ncr 

Ii c,plion lire@y prin&d symbols e irmj.nt in Ed time ut6s pl@ed or 

Fepd€d capnons @ B€d. It hs a pd ompondr Eenblina teeuge Brl jr f.e 

ro lccc od tlrough the ait comuniotions. CaptioD literac, @ hclude vid.o boots 

or insl,nces whcre individuls @ rcading ! cdption.d boot or $ction ofthe boot our 

ll

md. Captioftd liieEy .lso @rails th. E of vid@ @mporcni, which d.picrs rhe 

drion or visual sFcts of! 3ho* or pogn6 (Pan & wang, 2005). 

P.foM.. Litnct 

Pcrfoft&e liI€@y iacludes boih sript @d @pion lirddy. IDfonDtio! is 

prc@ted in thc oral or @Dv€&iional fom dd rb. se ot srcch; nowevcr, it @ 

enlril the e of spe€ch ir sigtr sysiems od rhe sign l&8uage ukd by peeN with 

heding iDpaimenr Pedo|lM@ lit@y r.fes to f&e 10 f@c or @l tme 

intclacions lhal have ban o/ued bt $e elalronh n€dia (e.g,. ludiolapcs, 

vldeolaps! conpmr dhc, dd disirol vidm di* ). rr aho Gf6 ro rhe trtuslireraion of 

scnp he€cy m6teri.l such s sig.i.g books tor pcMN with h€&ine idpaim.nl 

Lii.mcy .!d Ddfi.s 

Edldional. eciat. ed pbfssionsl dcrctopDdt ofe individu.t is bsd on 

l.ming rc Md ,rd Mirc, Thc cse is $. s. for the chitdEn wnh h@ins 

imFimenls, Rckech Fvcrh tlE( deifchildM pos t6s m.rasglftve skitrs dk 

!o c@fl insmrcdon l ptuti@s ed tow level Elding malcri.t alaitabtc ro lh.s 

chil.''en (srsiH, 1997). Ac@rding b Mascr .l,1. (r98) (N cned in 

McAslu.q 2006), "tl@ is a s|Ioae @fthrion b.rrq chtdr@ wirh @.udnory 

pr@essiDg disordB ed havilg esding &d wjling dimcdt6!. tl is, lh@forc, 

.4.sw! lo nol oDly eftetively prolidc sFah dd tmeuage iNr.@tioro, bul.ho 

povid€ e{Iective isirrcdon to iDpmv€ rheb lit€tuy. For thoe chil.ten who cs,l 

h€o, ftey 61press a larguge phon.ticdty. Itr.e chjldro ihen &e ths poblch 

of lihited vosbulary ed glame m4 il is €vo eoe difficdr fo, th.n b pedict o, 

intar th€ oe&in8s of words, 

32

Mey d€af childrcn do not bavc a @Nislenl patleh of leejn8 [o Ead sd 

wilc lilc hding chiklren. Tley may Gly on prinr 10 @@siqt lo qch o$q by 

uins .-naih, TTY3, dd olhd wins comuication bul it is resticled. Sone 

p@ple NuEe that def chil.lren led eading skilh like hsing Fople whc@ 

sohe believe lhat dcaf i.divid@ls Ead by using qulillri!€ly dil1imr p@*s6. n 

could b. eid tnll dcafchildrm do nol pM63 EddinS skitls like the hding childm 

a Ih.y d not irvolved in @d. bnaline of th€ wds (eudt rrc lhe hqring 

childcr. Sone deaf iud€nls do caDot pl@s lhcm with hplifi@to. 6 th.y m 

wblc to he& ney speech sou&. 

hpondce of Edding abiliiy fo. the dcvelopned of tilq&y oong childEi 

wiln h*ing impaiftchr hss ben dieussed in difierent ways. 

Musslnd (2000) .tabonred th.t, 

L@ing b Ead ts criricat dcEtopn.nrat tasl dar hs pmtound ihpticarioa 

lor edurshoml. roqionat. dd scdt devetoDdenr. This l4st $ ero horc 

dimNl_Ior childcn who m D.at sp€c,ficaly whm $.y hrvc togudge 

ociay I ionmne tacr! heeing, spokcn tsSuae. de\etops do*t) tud na) 

neve. pogrcs beyond ! ftioinrt lw€t. Dqf childen. theEfoc, have onti 

limned knoll.d8. otrhe ,poten tdguage !h!l prinr Epes.nh Ilbush rhe* 

d.il children de\ctop tinte obrtr) of tundion l comunr€uon but fier 

p€nicip.tior in *iely b ddcEd moe dimcutty by rh.n |&k of well 

devclop€d sp.ech. (!. 9) 

Musdnd fur$q condude thar sflt no one tnows how a dcaf peson 

acqunca lirtuy md whclher rbBe processs @ sinild ,o trFng p.6 or nor. 

Acco.dins ro Paul {2001) n is not 6y ro undecrand dsfnes ed heEcy. som€- 

lircs |he childen eirh moddle to pofound h.rine los cm perfom bct|€r lhd ln. 

B'na dey h.d achi.ted in slorfod Achjevq€ T€$ (hcdns impaiEd veEion). 

Yel rct all of Od @ abL to Rld !r $c lu. l.vet s lh€ir D@na outapans cm. 

As a rcsllt th€y a alwys a isk sirh rcgdd lo rh.ir cdrcadon. 

ll

t Rok ofgisn Ltryut in lhotLit dc! 

A Ebrio.ship ofter *istr b.tvm siln l&guag. ad spok€n luuuge The 

sign ldgu.Se ir ons . @mbiMrio of rhoughi, langu.gc ud rhe v&idica ot siens 

th.l m u!.d by d@f Foplc, Tlc .xlDsw lo sigs tux rhdefore, hclp ihe childEn 

rith hsing iDpaimor lo inltuv. tn ir clding skiIs. M@rcs and Svets (N cit d 

in Padden & Rmey, l99E) slarcd thal dqf.dutls of dd.f pdcnls who weB sine 

ASL showed befier Rading comprch.nsion on Stantod Achi€reool Test s 

conpded lo tlose dc.f adlhs of dsf paEnB who w€,e using roral co@unicErion. 

Th.re is a reladotuhip bet\|m sisn I&8u8. md radioS dev.lopn€nr. Fns! deaf 

pdenls of deaf chil

Mjo' findinss in this E8rrd. King, Quidcy &d Paul (l9E) (6 cit€d i' PNl, 2001) 

M&y dsf srudcna do not Erd .s wll th€ir coutcrp.ns, who h.ve typical 

hding f.on higi $h@l lo gddution. Basicdly $e fhdina irdiotct thlt the 

ay.Fse 18 to 19 y6 of s3. studqts irh e.rc b Fofoud nedin8 

implimqt e Eading al a l.v.l equal *ith th. lec6ge 8 ro 9 yce old 

slldehrs wirb hesi.8 b.I l). 

Endo6i.g lhc findinSs of th. Eedch€s of All.n dd Trybs cl al,. Paul 

(2001) aponed thar m6l srcwrh Et of childm with h.sng impdmdt ms lo 

about 03 stade lelel p.r yed 6 conpacd to rcu8l y 1.0 Erzde level lor he{i.g 

sludcnrs. This sueaesrs $!1 the gro$d ral. level ofchilden wilh h€ding inpdmot 

h equal b dird lo founn gnd. lwcl. Hmeld od Bdb (2006) naled ihat: 

ChildBo wilh hcrins inpaim.nl e uable ro achieve even . basic lelelof 

eadi.g dd whins even aner Nelve yds of inslruclion in schools in 

Palisle. Mey of rhe childr.n wirh h@ing inpaimol @ ev.n not capable 

ot@ding ald wiling llloe words *hich m ced in daily re|ni6. (p. l4) 

Tle abov. disusion concludca rhar €hildr€n who de hdilg impaired m 

geneElly l.s accuat dd slos€r thd h@ine bdividurls mtched on eilh€r 

chbmlogicd age or E dina alility. 

Tne occrenc€ of Eadins dimcuhi.s is @1 in qucnioq b . lber€ apFes !o 

debare or discu$ion on lhe t€@6 for fiese difiiculti.s s w€ll a on lhe nlm€r 

*hich to impnv. dE rsdi.s lcvels of sMcnls wi6 hsing inpdmmt 

(Mus*lme, 2000; Paul, l998i Schimd, 2000). 

Ddeloph.tt olRerdhg PMN in D.4lchiut h 

Re.ding n lhe Pr6.s of Eticvilg dd @npEhcnding enc fom of sloEd 

ihfom{tion or ideas. Th€e id€s ar€ usudly sfte son of rcpr€snlalioD oa lmsuaee, 

as synbok ro be exmined by sighr or by to@h (fo. exmple Bnille). Olher lyps oi 

Eadins nay @t be ldgugc-bas€4 sBh s munc nohrion or piclogm or @ding 

t5

is a vilushudirory llst lh't inrclB ohlinir! ntcsing fiun synbob (letw ad 

ChildEn with h{ing imprirnd do d fa.c simild lN in udinS &d 

*iring s iD qp.!siv. . r!..pd@ nod6. H..ring $d.nls tLtl $hooling Mlh 

@nplct ly d*lopcd onl rtills hd tl|c ce is dir@l for thc &af childFn- Th.t 

h!rc ro b. r.!d ir HdiDs rd witir8 slitk (M@F 19E7, P. 26E). Th. vrvs of 

dewloping Eading ud qit[8 imng childd wit hai4 imp.imol catmt b. 

scmr.liz.d a dh individud lcd by hir or IEr oM wy. Cotmdy h is obeP.d 

dur tlt y fee gr!3ld dificdtiB in d.v.loping sili.s lkilb thd @dilr ltilk 

All E!d.B tad lo switrs bct*rot fm tid Dcating. PB.l&lchildFn eno 

slso !ftcr listding . nory nMb.! of dn6 s pt rlnd lhll dEy cu @d il ln l&l 

dEy e nor tble to isd belB thcy f0il to d4odc wtds Otts h.simE ruy 

dccod. rhc fom of! ed i o $rft pnandiiS s th.y crn ud ir..llhough 0*v 

hk rbility io d.6

coerd pD@$ing of rqding rcf6 io modi!8 of pn d rponed by 

Musslme (2000). Bur this squenc. only involvcs the ploesins of leileB, words, 

and comecled discow ilms such s syn!.ctic sirucl@s md figudive ldguee 

{Paul,2003.) 

All sub pGeses invohed in .Lv.loping Fading re desribed belou 

Word Id.ntlfEotion 

Tht Effi \|ord ide ificatid, *od r.cognition, a\d decothg is f€gueftly 

wd inrerchegeably, The h.sings of Mrd idcttificalion coneh dE wod anacE 

analysis of Ue wo'd, or basldng tn. @dq (Oakhill & c.in, 2000;, Pnul, 2003) 

Hdis dd Hodcer (1995\ in Th. NN Litta.T Di.tioBry &foe born wod 

lssnidm and vord idotilic.tio. s lh€ p@cs of dd.mining lhe pronmiaion 

od sn. dese ofnesins or 6 urtuM sld (pp. 282-283). 

For srds $.1@ Fn of. Fad.r'. v@bd.ry, ul@king iic Fonucislion 

onfl bads to $e *o.d s nqing- lf ! printcd *o.d is ml in . eadets ve.bulary. 

word-id.nifi@rion skills m, allow .@$ !o th. qords ponwialion but nol ils 

n@ing. Being lble to eiv. at thc pmnuciadon of a pd ed turd onstituies wotd 

idotindion &d h€lps dctcmirc iE ncsing. Fot d.af rcld.E who e lhe $gE 

wirhoulrhe sFsh, il icdimcul lor th.n b Fo4.d b rhe mesinSs 

In order 10 conpEhend the cading skills of childrn with bcEing iDpaiment 

rhee is nced lo id€.ify $ei loowlcdge about vocabuley, word decoding, 

phonological aweeness, &d rcading ehPGhosioh, Vocablldy knowl.dgc is m 

ihponer componenl of radiog tbal might bc expeted to be a chollenge for deaf 

slud€nls. howledse of v@abul{y is lnoM a3 s iEporldt pFdictor of @din8 

compFhension mong childEn with dd wi0oul h€ding Thos slld€nts $tD sajns 

hisls @ding eoEs ele show high knowl.d8. of muhiple neeings ol Rords' 

)1

paniculrly, wh.n thcy de conp@d lo lhosc sno h!Y. lov.r srs ir EadinS 

Csllinly tmM of mulriple b@ines of tuds is noF dimcdt thd sl€tiry singl. 

n@ins of lhe mc wod. Paul (2003) $aled thal deai sludents ddonsuarc low 

v@abulary leveh whcn compded to hcari.E countetlans, 

Keuy (196) foud in his sludy rhlr ded ead€B f&c |he difiicllry to 

c.piDli4 tully or U.i loowledge of v@bulary. KeUy firihc. dc$ribed that daf 

rcades conp€sai. for limiiations in syitd md vocabulsry by Glying more healily 

on rhe conceptual cding pMess, such 6 the appli€alion of wotld tnowledSe lt is 

rls know from re@h $a1 awsc d@f Eade6 re nor ctlici@t in bcsic dditg 

proccses sucb 6 thc rord ercodins dd word rmgirion {P 218) ftis susgcsls 

$.l $e working n.mory capeili€s of dcaf Gad.6 linit cncoding proceses ior 

Gauned (2000) dponed dsl ft. poo' @rd Gosnition is Espotuible ror 

morc gen€ralized compchension tailu.e at the enlence ed discou$e bvel 

M&$hrk er al. (2002) Eponed rhll the low level of vocabul{y ol de.f childrn oi 

p6Gnl *ith sd withou hqnng 3 compdd lo h€ring childa. of hqnne pmnls 

d lowr in th.ir v@.bulary l owLdgc (!p, l6l- 162). 

Mytelbst (s cit€d in M@es, 1998) rcported lhat lh. comp@son of r€ading 

vocab eis ofdeaf&d heding stud.n$ ofage 9,I l,13, dd 15 show.d lh. highcr 

$oEs v@ @hj.rcd by 9 yd old hwing anrdd $4 for $. 15 yd old dc.f 

$!de Paul (1996) descnM th€ levcl of voqbulsry dd rlditrs @nprehdsion or 

students wirh hding impriffit &d reponed low t€xlv@6bulsy md lor tedding 

&hiev.nd $oas oi th. M€tropolilan Achi4em.nl Tcn $t n by thc 13 10 2l v.s 

ofrge. Kelly ( | 96) srdl,td $al udl ddlEadd &hi.vc E@mblc ldel of svnraclic 

l8

conpetence, it h dilficut for thcm to tully c.Pihlirc on ihqr vcabuhry knowlcdSe 

(! 75). 

rfp @Clitior of Fi .d wods ce be ehided eith6 by @Stridon of 

*hote wds d d4oding oflhcn @npomt p!ru Phomlogidl dooding is thc bais 

of phonics appbrch for Eading ed i! b4ed on thc $6ds of individual leireB or 

le({ combi.alion. Childen wilh hding inplmcnl @omPlish lhis usl by usinB 

sign lsguag€. Mosl of lhe Foplc ssu. lh.t deaf re uable to oco

Bech ad Hris (19?) rcpottcd thal sading is dimcuft fot childen Mth 

sv.E 10 poloud prqli.eu.l hdirS los, A! abilrty to tslale Llte6 lo eurd 

helps the heding childrcn lo sNlin s intcet in rcading fot a long line bul fot thc 

prclincral d.afchrldFn witb h€ding impdmat lhis is owh moE dimcdl b@{s 

d.n pl@logicd kmwLdge is por ltd lh.y do tut havc ld.qudc b€sis fton which 

th€y cd dev€top. phonolosdity-b.$d out for Elding (!p 106'10?) 

Milhr (1997) sid lhat phohem. a{drcnss by audition tor deafchildren h nol 

Elual bul may rcfld bosledgc @rcehin8 lip nov.ncnls (P'll52). Psndi sd 

'IlE phonoloSical structw of.ladSilag€ provid6lh€ h6lo Nombin 

nmingle$ sodds into b6sio memilg relatcd synbols (wods dd 

morph€het. Tbe gmafic.l ltr@tffi (its synt x ed horphology) povid.s 

the mcms lo lmDbirc bsic dding Elaicd symbols b cRr€ Eal 

nesgcs. Boli syslens e rcquircd 10 pmvid€ thc tull tuge of polmtial 

hun6 m6e8F. lf phonologj/ i3 ! .uEr@ of spccch $unds in s sporcn 

lmgu.ge tun ! tundr@tal lcrcl of loguge stu.t@ on to sfiich @dio8 is 

scarold thcn a child who leks photulogy fes d imcdiale ob$dl. in 

heine io rcad. (!.35) 

Bui somc iim€s lhis litrguislic d.licit als l€ads !o limiled developmenr of 

pho@ic awal@s, Mory @dins, lnd.le play rele in Eading failB (Millcr, 

! 97) Albenini (2000) Fported rhd d.af srud.nls do mr e pho@logical ldinS ro 

d.velop Eading bul ir.s m outcone ofleamine lo R!d. According lo TEnsl€! el al. 

(2001) pho.ologic.l rcpr*nlalior of ev.rc to pofound deaf p.ople is p@r dd lcs3 

pri* $e th* of hding Foplc dd if they len i! il is only drc lo their dly 

cxposw ro cud 3pc4h (r. 62). 

vtrious studi.s condlcr€d on $c dbiliries ol shool childM with hqdn8 

impaim@i in Patistin, indides dEt th. lcreh of rclding ed qitine is fa bclow 

the leter of in i. hdiDg pes. For c'Mpl€, a snrdy @.dwt!d W tje $d Zt[t 

(l9q) snows tn.t O. childr@ wirh hceing inp6imat fail to dev.lop tlE $ilny ro 

40

dderstdd insfirdio! of&e Leher winen on lh. blek b@rd. rhey @ ale not 

abl. to Erd sinple adv.niwnrs and paDphl.G- 

h ba 8le b.en obsned thlt th. children wilh hmihg inpaim€nl have 

limir.d udcstdding aboul rh. corcepl! of sicne (Neir & t@, 2001). Possible 

EssoN for this low ebi€E@n1 My include lhe iEbility of tlE ldh.6 of rhe 

children wirh heaing inpaiment io comuicale elledively witn $ei! studenis 

(Afzll & N&, 1998), Asehd &d Norcn (199?) Epon.d lhll rhee is sisnithl 

dilTeEnce in the ldguge sbilili.s of childEn wirh h@ing impaimcnl spaincalty in 

n.tins lhe scntences. Ali dd Mahnood (2002) concludcd thar only l0% ofiudeits 

Mth heriis impaidc l|e abl. to wne 0E nme of .Quid-c Azh in U.du. 

Ihiny p€'qr lltr lble ro MiI€ ..8s.&d 26yd re able 10 qirc ..TEin,, in Urdr 

ed only 4% were able b sire ..R€clangle or Chokor€' in U.du, Riu md Asghar 

(2001 ) indi€r.d lh.r rhc Dsjo.iry or€hitdFn *irb hdins iDpaimd w€,c unable ro 

expe$ lheir tlrinlirg in will.n fon. sala& Gr d. (1997) shos rhal Oc stencc, 

malc by rhe chil.lren wirh he&ine inpaifre.l @ sho.to rha rhe s eics @de by 

Bashn and Allm (1998) @rcldcd $ar lhe 4hid.mr of the chitr',€n wirh 

h€din8 inpaime in Science, S@ial Studies, md Malh e sigDificstly lo*er lha. 

then nedine coulerpans. N&t ed ttu (2001) @nctud.d rh.l rh€ chitdsn wid 

hedinS inpdmflt b.ve we* @nepls in ejcnce $ conpa,€d ro h.ding chitden of 

the we age Ashad ed Yaef (2000) idatify sp€(b sd l&gusg€ develophenr 

prcbl.hs mong childcn wirh hqing imroimnl due lo rhei. htuing toss. Als 

and KlElid (2000) r.IDrt d r€ading poblem mong chil.tm wiih hwine 

ihpajment at primy lev€I. Ali ed M€hn@d (2002) coopacd lhe rcading dd 

qiring achi.M€nts of d@ing inpriEd wid thc hdiag F6 &d onctud€d thd 

4l

th€ achi€vm.nl of$. h@ir8 3tudc.E h highd by 3l points a @mparcd 10 lhe 

perfo@ ol snrd.nls viir lEeira iDpaimcnr or c{.ling esrs. 'ftis diffeEDe 

remains onsistcnl on 25rt, 506, &d 75d pecnils. 

Simil& findin$ @ Gpon d on thc l6t oa MilinS in which rh. diffeM.e i. 

M s.@ eE 37 poirts. Ih. Bulrs o8!in indicde $rl dilfccnce i! @l ed ld 

g@l€r th6lhc dilleen@ reponed in otha stldi€s. The pe@nrag€ of studen$ who 

Fsd rb€ lesls is rery low s conpaed ro d€ h@i!g nuddrl. Ir indicat s th.loe 

Mitine ability of rbe $udenri wilh h.{ire inp.iment 

Hmced ed Buo (2006) coiducled . srldy in which diffemr helhods of 

cttling ed witing lN@ applicd lo sc rhet comperive ef@rivoess in leebing 

Gadiog ad Miling lo rludmc with h.ding ialdrent Borh bpdoM tuid bonon- 

np approdhds w@ ued. The rsultr iDdiqrcd a sienificdt inprovment in r€ading 

Dui!8 rh€ srrdy m rcdizd lhal ingad of@npEhodins lbe wod 

neaning. lhe picbnal ihage ofcach word (a conbinalion ofde .lphabets al$ 

produces a pictorial itusc) *{s mdoriz.d by th. inld€nb wilh h.dng inpajment, 

Il alpqEd $d de i@g. of lhc mrd pDbabty w mt ssialed wnh iG n@in& 

panicul&ly in ce of$ose words lhlt rcquired aclion, For ex@pte ih€ conepl of 

'.mitrg" Day oultl nor be codpEhodcd sire ir could nor be di@{y seiai.d 

with & obj*t. Howevr, this concepr cm 6ily b. rauehl bt showinS . vidtu of 

Hmcd ed Bm (2006) devclop.d s foo pojnr qiicria for lhe *ledon 

/devclopne of avid.o clip. 

I The dipping! should be 6Lcn tom films or ptlys. whichffi rcr) populrr 

ed N b!s.d on local.ulrm 

2. SitulioN shoutd be sinptc dd rast oricnr€d.

I fte clppin$ sbould nor bc nuln-6t€d lo avoid 

Ceo@lioD bY rh. sllrddls. 

4. ft. siturios in rh. clippi.g husl gd@& cNotity 

Hd€ed md Bmo (2006) aho elabont.d in dergil thc Prce$ or BinS !id6 

clippiog lor l@hiD8 of @ding md wiing. 

The Islls of thc stldy slDwd lh$ fie II@ erc of pr.&sl ot l0 siud.nB 

with h@ing imp.im.nt 6 19.71 wi$ ! sbrdld deviation of 13.43. which w 

.xrFDely loB. But aier on€ nooth's t achiry the posl icsl D€s ss 55.36 with a 

sr$dEd dsiarion of 16.33. It claly indielH tbll studc.rl b.n.fit d *nen effcctive 

r.!chi.g nethods tuch a video clipping wa u!.d. 

Appto.ciB to lt€v.lop Re.dilg 

R@dir8 involvcs disoverioS he&ins fion p.inl.d tyhbols. The lil.rdfur 

dDs rhar ditrerc prefsionals h.vc u$d d,frffil!rpt@h6 lo develop rcldins 

morg child@ with h*ing impaim.nt. Th. Dosl populd @ d*tibed bclow, 

Bottatuap Mo.ldt 

A bottom-up pding nodcl edphaid the p.@$ of deliv{ng lcxl fiom 

p.n-b-*lDle. At th. inilid slagc il do€s tut fet$ on dE inll*ne of0E ud./s 

world knowledg., contextual infomatioq md olbF highcForder p@.$iig 

siratcgi6 (Dehadi, l99l; Moors, 196) 

Acsrdirg ro erc pnfdionrls, Eldirs plGss stlns *irh the |@lnnbn 

and decoding of l.ticn. l€tter clusl€6. 6d qods, .nd proc*ds up 10 *ntcnccs, 

p&agEph @npreh.nsion, ed nndlly undeshdin8 of $e complete texl ln ihis 

pr@s, liFt the Fadq sr the l€tter, poro@Es il &d lh.n dcv€loF dE noing 

ollF wod. Th. main dimculry thc Gadd fe in rhi! no

foP&M MoIu 

According to this mod€l Fading b€siB qith th. info@tion th.l is i. lne 

edels head nor wirh whal is on the prinred page. Dte poces ol the reading 

dquisnion in rhis nodel is sinile io lo8uagc scquisnion. Ilis nodcl poposs rhal 

th. Eading poc.$ bcSis in the mind of th€ rcader who ht?olh.si&s abod the 

neming otthe print ro be ead. ReadinS is dnven by ntuing, ed pM4ds froi 

wholc 1o p.n. This nodcl is d$ krom 6 i6id€4u! @n@d &ivd modcl. 

htt NatiE Mod.l 

This apprcach of sdirg is b6cd on peeeptual dd cogilive pbces of th€ 

qdq in which he or she es Pl€vioB cxFimc ald rh. codiig ol *ords in lhe rcxr 

Wdlilg Stili ..d Ciildrcn witn He..i.8 lnp.iment 

Wriling skill h.lp3 rhc std€nls to g€l rhe opponuites ro dploc rhen bpict 

thol se inpond lo rhem md to develop a voice for exprcssing lbei id.s. feelings, 

dd poinli of vis. 'Itrcud Mning siudori ale develop rhcir hiShcr o.dq lhinliig 

ed cnlic.l lire@y skilh to $lve preblds and 1o @Mlidale rhsn Lming in r1l 

subjects Al each slage of Mid.S sludcnts need help. suppon, dd tmely leed back ro 

beonc & independat qitcr- Th.r. 4 l:my deff.iriotu ol Bidng ed em€ of 

Wtiting, morc pani.ulely, refe6lo 1wo adivili.sr ffiting d . nou, dre dring 

$al is Bino: lrd witing 6 rhc !cit, d€signale! ih. rcdviry of qidng. Il 

dfd lo th. ir$riplion ofcboEcl6 on a n di@, $crcby fofrin8 words, md 

la.8q uits of ldg@g€, hom s cxts, tu al$ rcf.u ro th€ csrion of n6ing 

ed thc infomrio. th@by. h tlBl Fgdd. linguisrics ied clared sciencet 

dhlingunhes bctwcen lhe Millen l$Cuage ed $e spoken lanSuae€ Tbe 

sisnificmce of thc nedium b)' which neeihS and infomadon is conveyen is 

indiqled q ihe dbtinction dEl is m.de in rne {ns ed $ienes; for exdpte. in 

spe.h. or sFariis: public spcaling is a disrinclly diffemt a.liviry. 6 ir p@ry 

rcadins tlr fom.r is govem€d by rhe rulcs of duoric. whil. rhc laner by 

podica. (WikiF€dia)

Schimr (2000) dcfincd widng a thc i|!!p of Scning om'! id.8 on PtFr. 

Th. Minisrry of EdM$oi ii Onr.io (2004) dcfin.d Mititrs !s ! ntu of l.mine, a 

wsy oflhinliry on p!p.r. h i! rle d*rib.d th.l tlaoud wiliig stM.tE e $ilt r 

,nd Evie tbci! id€ dxl * .xpB thcir Frpois. 

O6vcs (19E5) tool wilins B r DcdiM by *hich Foplc ct)muiele with 

rhcrelv6 .rd *h orhcu r| ditr.Mr plrc.r &d 1im. Hull ( l9E9) dsdb.d Ei!n8 

A @ndn@u growing F!c.$ th.l om mul d.r.lop Bqe firdcnts 

d*Glop widns h dificHt wys ed wiriiS cmot bc m46.d in nd ed 

otddly sLp6. ThFc h.itr p!@ss.s - plming, tdBnbins &d E{ains - 

conpri!. dE wholc tisr ofEiing. B@E OGrcemlnydiflcra wlys 

to b€om. ogllitivcly &dil.d $t!iL witiiS, a.h individutt mu$ n nd dl 

rhc p!@!s in ordd ro h. a!1. to grow a . Mitd, 

M6hel cr .1. (2002) 3Lcd rhlt ir k difrcult ro $y our rlF witinS .!iliti6 

of &dchildEi oB 6diis .bilid6 e bctlcr. 'nE probl.rls f,..d by d.tf childts 

i. mscrina Mitt n English oE hoE fomi&blc lha llFe !r.y €@ut r in 

dcvclopirr qdinr stills. f.w nudi6 h.v. b.6 cdd*{cd sith EfcEnc. lo {itins 

&ilni* of d@f childra a cmplnd ro rhcir Fr.lins abilit.s. Mos of thc nodi6 

hrv. b.a codBrcd on rhe p|ocB ofwiting.dopEd for th. ddfchildrd. Usu.lly 

th. FLtio!5hip b.t}q dF "bpul" (Frding) dotuiB is gtrlally in pa.ll.l b fi.ir 

p. otue ii fic'burpd {wirin8) dodir, bur it ir much mE @mpl.x is3@. 

Alb.nini md Sh.|)m (1996) Epon d lhd d.d r3pond.nF h!rc les 

Fmml or cxprcsiv. wiring rho lhcir h.rin8 F.6. Daf nuhnu !s!.lly m!r. 

shorcr ad les 3iist@ srcGs rhd 6.ir h{itrg p€R. ln conttsling conpl.L 

sr.N. d..t w flstr nou'r, .dv6t3, &d conjudio$ bul sh batd in thc 

spplic.lion ofpmuciation.nd 3P.Uing. U3utlly rcrds E€ ohincd ltd thc noin$ 

of $n.F.s d. l€s codpl.x rnd e tul a intcrcoD6Ld s conped to ncding 

45

M@Fs (1987, 1996, 2001) h3 &snb.d lLe fndines ot $m stud'.s 

cordwrcd wilh efel@e ro witing ekilb of childEn rith d.ahc$. H.id.r ed 

H.idq ( 1940) eallzed the €omposilions Mine. by deaf sMenls ag.d I I lo l7 ed 

by heering sru.l€nrs aged 8 to 14 ro &ldibe a shon moiion pictr. R*ulis refl€cled 

rhar rh. &rf slud€nts v€E rchriwly d8id, imlhlr, ed simpL witlln penlm. 

Wdcr (1995) noled a lack of nqibility aid & ltJs@ of st @.onPlcxity in fi. 

qitt n enreme @nsli&tior of l02.hildlF b.l*q lle ag.s of 6 a.d 12 al. sh@l 

for thc dcal in Australia !n a ilveltirrtion of U. winfl l&guee of 800 nu&nl!, 

Thonpsn (1916) rcponed e avqag. of 104 mist,Ls ps 1.000 wods. Thiny yea 

latcr, in a study enploying simila t cbrjqEl' Birch ad Sr@kle$ (1963) @poned a 

toid of 5.044 sMradcd md ton . corpu of 50.050 wo.ds, or slig)'ily morc 

ths 100 €@6 F 

1,000 wds by O. childru wifi haing inpaimdr MyklcbBr 

(1964) deElop.d a sy ax sc ro n6r win n ldsDsc $i.n hc @mFFd $e 

d.af lrxl he&ing chitlrd b€twD rh€ .gcs of ? ed l5 ad fodd $ar $c bc&inB 

childEn w.r€ significmtly b.n.r thu the dcal Wells 0942) compd.d lbe 

cohpchension of childro with od *ilhout hedine to identiry ditfeFnce in gos'th 

of abtlrrcl .nd @ncrt fo@ in enl.nas, He foud lhe dqf.qul to h.ring 

childrln h rn w.nd urd.Etaoding of @M!te rcds bul fou ro nve ys behi.d 

MBdno ad salo (1998) foud rhar d€al rnd hdd of hcrins 

adolcetrl's $orcs E e considchbly lowd for the B of gttlMd for rhc rh.matic 

malwily sublesl on th. TOWL.2. Anti6 ed KJdn€yd (2005) in thcir sludy 

suggol.d 6d an@tion should bc !6id to thc wiiilg ability ed insttuclion in nmy 

public $h@ls for th* childtn who d hdiry inpaird (p, 244). H&en .t 

46

al.(1994) sbred $at sudly ir is 6sbcd tha d.d childlcn wiU havc no sp€cial 

difrcully in ud€nlmding wino English, ol $ th€y havc r isurl prcblm. 

Pm.6r otwrilht 

The basic compon€nB of rhe qiting prc.ss e w.ll knoM, bu cach *irr 

is uiqrc rnd &rclops d individn l witug F@s. In thc lic6tw, $c pu*s of 

qiting h6 b€en d.scrib.d in the followinS way. 

Pwititg 

Prewjling is lh€ 84lin8-rady ro mirc $ag.. ,{t pR$iring alagc the srudenh 

choe lopic. Ca0E &d orgeie rh€ id6, idqdry In. Ndi.ne ro whoh they have 

to mite 6 weu a to idenriii lbe plrpose of qiting activiry 

Ihtlt-E 

The thaiing skAe h the lim. ro put out id€s. witl tilrle concem lbout 

spelli.& puctu.tion ed odd mehmical mB. This sr.g. inyotvcs rwo 9cp3r 

wnilg a dien ed wiring lcad!. To gEb the an€nlion of ihc dudiqcc by wjtng is 

the f@us ofde wn6 al |his srree bur rhd mjor coftm is on tu €orcnt 6th€r tho 

Seiting 

Wne6 claify !d Gfii. id6 in th€n @nposiiion duins r\e Evisins sh8.. 

Tlis sl.p includ.s Ei€odi.g and Fwiring. Rcvking may inctude t. dj€sding a 

*od, rhirlins lbout evedl orh6 choics, uing s dictionsy. or il @ld b€ 1hc rc- 

r€ad'ng of a phnse or sentence ed rhen trying out sevedl srrudB or il @ m€an 

eoiig bal b dlid porEgBph F@din8 ir ard movins n $v@l pag6 .lEad. Itis 

stage may also ihcllde shding rhe words wilh Miring grcup md lben |o malc rhe 

chongcs in tlEir cmposarios to aod rh. @.1ioN md comsts of borh te4hcr 

47

md the clasnales. Belwsn th€ fits1 md final dnfi the srudenl n.y mate subsranlilc 

Edititrg 

'nrk h th€ stege ofpuning ltte pi*e ofkiing i o ns fitul lom. Ar rhis stag. 

lh€ witeB improve cldity, accurct, rnd pEsllrio of $en n ss.Ce by ored.g 

spellinS, punctulion, or grama. nEy stDgglc b Educc or etiminare dhreio.s 

cawd by cbB ed i4oosislmis. Bsically lhe sM€nls prco&cad then 

@mposirions .rd try lo potsh lhei. Minngs for then F!&F. 

PuUbhilts 

In lhis final sr!8e of Mirirs pdcss lh. siles .pudnh" deir wilins fld 

sha ir unh e appbpn.r. sudi€nc.. h is nol n*sey tor a sning !o b. 

publirn d. Bur usully the opponuily to publish providcs yo6gsr.s with the sn$ 

tlEr thcy a wiring ror a rcal ludiocc (c6v*, r9E5; saskarchcw Educarior, 

1997: ToDpkins, 2000; Schimd,2000i O lio Ed@tioo Repon,2004r Swling, 

2006). 

Mod.& ofwrittng 

A mit'ng nodel is e d@plc of qudjly wiiing sert as u qdptd for 

leaching ed le@irg aboul wiiing. A@rding ro Hay6 ud Flow* (1981) thse de 

tn@ mir .M of the xibls dotujn rh.t rcl.|. to th. MirinS pres. I.be ost 

envtromelt h ever,lhing beyond $e Mil€r ihat inflEnces the kiting lsk. The 

*iling asi8M€nl - ropic, .udifte, th. wilcis norivadoq od th€ eiistcoce of 

pon'ons ot cxl @ cxMpl€s of llsk mvjt!)man. The s@nd etmcnr is lh. wir€,\ 

long"tem nemoiy. lssues such s the qirq's knowl€dgc (dbour a vdiely oflopict 

ad qiting plos e s:roEd ir lo.g rcm ncmory. TIE rhird ir.n is $c wili.g 

4E

pMe$. Hayes ad Flower also delind lh€ tu.c gen.6l phdB of witing op.6tion 

in rhis hod.l. !t includ€s: pl@ing, Feldjng ed Eviding. 

naMita 

Plming hes the sub.goal scnin& gen€ratiDg, &d orgmizing ideas. The 

fuction of dr 8.ne61ing sub,op.nlioD k lo rcuiev. infofration Aom ton8rm 

hdory that is nosr Flcvel ro lhe tririrg 1ssl, Thc ndory is i6r prcb.d wirh 

'nlboarion 

abour thc topic &d aldioce. E5ch Elrieved icd be@mes a oew 

henory pobe. Assciaied itens e rctdwed flob ncmory ioge$e., This pr@ess h 

bbko once a non-rcl.vet ircn b rcti*e

R.tlditS 

Rsviewirg includes th€ sub op6atio6 of reading ed ediring. Th€p sub- 

pr@esses i€fl.c1$e wnels €xuinalioo ofmy material witt€n wi$ lhc soalof 

corecting ey$ing thal *ould pevenl $e lexr from heelirg the $rabtished goah. tr 

includcs cor€cring 8idDglical .mn, albring U. conrem, dd impnving rhc 

Flo*cB dd Hay6 (1981) ale neniioned conslr.inls ihll M eslrict |he 

MlrnS p|@s. sonc of des consrlinrs d *l by the qiter, whees, o$e6 G 

impoed by exisring subsKtios oft€xl. Sonc tiDe lhese @nstrai s ctu be uefut s 

lhey cd @se the wner b $lricr hivh€r $&ch of rheir n jory vnen gencmung 

lext. TbF consEaiors cm atso help ro iDprove one's f@us on the rsk, Howcver, 

con$raints co inpoe co9iliv. d€Deds ad lhe wnsr should an nd b a| thc 

Tirft coroli.itr in this modcl (1981) mtined by Flows ed Hay6 e 

rmwhds€, which c& ale be a lH@e ed b@n6 a @Nrdfl who n ,s .ol 

suil€d lo the rFcific wilins lastr UnoBeizcd lhough$ and F@plions have ro b€ 

tmformed into r€lared lnowledge. Exp6siDg knowtedg€ s &ohd consrad tn,l 

iB io r€xl fom bsed on 8ram.tic.t md synbclical rul€s of Midng. This @a js 

refeBd b 6 Minen sF.ch. Ir addreses lhc diffculies in meprlbly exprcssinS 

thougha in Mnin& giyen rhe impeision of spokm ltugusg., In the tdr rbe Eiler is 

con$aimd by lh€ prpo* of thc l€xr sd $. inradcd audience (Hay$ & Flower, 

l98l i Appl€be, 2000; Nsir el al., 200 | ). 

Eleroli. M.dt .trd Dqt Liten., 

Literacy stills hlv€ been a Daio fe6 of $e edu@rors of childrEn sit6 

h6ing impaimenl lbrdecdds. lr is kroMthat$ereslJictcd abitily of rbedeatro a 

50

pok n Dd is $,bat srans long sotrding.nd ehdin6 dinonios dcbote ov..lhe 

b6t m€lhod for dev€lopiDg liEey mong daf childrn. In spire ofditrercnl kaching 

dethods applied wi$ dsf stude.B. $ei! lneracy sldlh de stiu laeginS behiid s 

cohp.rcd ro heuing comrcryan!. This low ldcl of |n€tut 6etcs problcms for d.af 

childEn in the class@n To iDptuvc rhee skills dong childrq with hding 

impaim€nl mdy slrategi* ha!€ been adopled includi.g $e us of nuhinedh 

Elaconic tehmlo$/ is defined in th€ Clinger-Cjbo Acr of 1996 (6 ciled in 

tuy equipnmt o. anccom.clqd sy9cm or subsysl€D of.qnipDot rlt is 

Nd in the aulomlic lcquisition, srorage, msipuladon, neageD.nt, 

novmcn! ontol, dbpld, silchiag, int rhdgq trulDi$ion or lwplion 

of &la or iiJomarion. The objerive of d€ el*honic rchmloSy dod not 

nu lo providc fl allcmlive of o lscher ot clasrum but thc focus is lo 

ioke lhe pl&e of word ..nodin8,. mosdy rbe ttcaf od hard of h.dn8 e 

gefting noy This teclmtogy is d equdid of &ce$ ro cd!6don, fo. s long 

s one hd @6s, oD.rs age, sender, or scioeonohic. geog,aphic, oi 

populalion-dcnsiiy dnuDstaB will not hindcG ore @e$ to infomlrjon_ 

dd rhls lo *nowledgc. (pp.It0-t| ) 

Lir. other n dia rhe q ol cle[onic lftb@to$/ hls .l$ bc@m€ v.ry 

popul& in lhc life ofcbildc! wnh h€oing impaifte.!. They de using compulels for 

typin! sldlls, od fi€ mobite pho@, incm€! for the &reloph.nl of den sial 

Spsillcally lh. ue ot caplionins h6 ols b..n found very eff€clivs in 

developine liteey sldlls oong chitdro wnh h@jn8 impaimcnr. Necy (2005) 

d*rib€n thc lit@y of d@f s: 

For alloeethe! loo lo!& msreiing litei.cy in its bdic fom @ding dd 

wiling h6 bcm a rnst frut"ringly elsiv€ 10 dafpoople. Ile inabiily b 

n@ lncrcoM*rs tlr dqf rcl only ton fie srDkcn word bur atso fton rhe 

aual infomation which mi.$rcms ed supplies culrud lileracy. the 

brckgroud 'nelwork of iDlo@tion' a8ditrl which comp€knl reade.shiD 

cc6. 'n'is ruid infomarion mdnslEm rcf.6 rhal is eauicd lhbucn 

\ouds In rfie en\normenr such 6 kle\isron. pcopte ulLine;d 6dro. Iie 

5l

dqf th.Eforc e a a double lo$ h achieving lit rdy, Mblc to intemlliu 

by soud g!rt!l)M, sF&r md v@{bulary, ed off€n a lack of ba.kgo! 

knowledg. neesary 10 pDvide conrexr for lhcn ln.my. (t. 13) 

Erposw b elctronic ne

vcmon &d AndE*s (1990) ifher eldboand that lhe edNalion syslen not 

have sumcidr ac@$ lo languge 

nudenls fc inadeq@le lileEcy 

ompasble to $ei h@inc peers on standddiad resls. 

dd culture of thc deaf, Cor!.quenlly 1b.p 

skills ad sFcifielly they emor perfom 

Ton ad xecn (t92) hlve noriorcd thc lowd lile@y skills of stude j 

wilh heaing impsineni, They rtso elabohle O€ diJlcmt appoaches to develop 

lilgoy uong hesirg inpairql md sed 1hc cMtive lisurl neds lo te@h 

reading md hiting (P.4) 

Hdsen, i1994) hd given lhe followins possiblc solutions ro overcome rbe 

poor lil€Ecy ofsludents Mth hceing inpdmdt: 

l) Srcb .ducational rools 6al utiliz. ddf sMcnts conFrcncies in sign 

l&gug. ul mJ hetp !o bdld LnCNh sk h shoutd Dc us€d. lr Adl@4 

In InreEdr\e \rdco and @mpurd kchnotoges rhar pmvid4 ncw 

po$rDnruec lor l€ehrng and ttuinE, l) Brt,ngual-bicutrurl app@chcs 

|nl| may altos rh.-dedolm.nr of ntu kchriqus ro enhoce idguas< 

Eraltd rhrnring(lp,24 r,2421. 

Los, Dowdib, a ArdcMD (t9j) atd fie inlmiry of 56 deaf coucgc 

$ddrs 'n @ouls of E39 "qiri€t ircidcnb" . d.sib.d 0E .trariv€ ad 

incfie.iilc lschine TlE* E*dheE idendfi€d ll cFarirc &&hi!8 ch@creri$jcs 

rd rcponcd $ar NinS sign l{gug. @ ihc mosr €fiqrivc r@hing shlegy. In 

Ihet study rhey .le found th.r visud aids wE moe effddvc sh€n the, i,votved 

dE $udats in lmirg octiviris. 

NugoI (1983) higl ighled thc inponq@ of vido clipping h ilre l@ing of 

h6'ne inpai4d srudois. Tnis study conred ihe efectivd€s of visurls dd 

oprions in developins decodins capabihies of hwing srudcnr,. tn rhis siudy Nugcnl 

aho st led lhar captionirg ad filh p,csenralioE h6v€ beoDe a annon 

instuctioml pocedue in d6igning dd ad.pring hedia ndenals ror dea{ viewcu. 

5l

By @Dpeine vdioB insr.udioDal srateeica bed on vhul, captions. lisual and 

captions, th. study concluded rhar a combiulion ofvhul dd caprioro in iNtrr4tion 

wa lh€ no$ ellectivc for t6hing resding to d.af md h.dine s cohpsEd to o$q 

lrTe! o{ iNltuctions. Howevei, 0r. compadson betrer vis@l bssed insrNctions dd 

visul + €plion d bascd iNlrucrios indicaEd lh.r the deaf sludenrs b.ncfited rbe 

mosl(!.231). 

A N*Ietlcr by NCIP Prelll. 5 (SFing, 1995) bighliehr.d de iDponde of 

uinS re.hnology swh s video, vido cup3, TV. elc ro hake rhc stud.nts wirh 

disobilnies e indeFndmr F5d€r md Mjter. SFcitic.lly, tn u* otvido clips hs 

ben d€$.iH a a loolfor t@hing rcading compEheNion ro studds with hding 

Reynol& & D.Roch€ (2001) d6cdb€d tn€ ihponece of l

conpomt. Thc sysren ot erMiMlon Iu on slshizcd ch€adn8 wilh ! luu 

inlolvencnt of tcrchd, adninistmlos, ed th. tauelt (&d snelin. the pdcnls 6 

sdl). nE educadon fails ro crdle lunctioml lil@y iftespecrive or eEd. l€vel. 

ThG s@ms a conpld. agrcm€nt thar dcaf studcnk c@d dcvelop coeriliv. 

aDilities @dpdblc to h.siDg p.e6 wilour lir.@y slille. HqiDg $ud@t e abl. 

lo a@s.lllyp. of infomdoi in ordd to.tevelop th@ bsic fom of lil@y. 

They d$ d€velop mera-cogritif lleunine how to le4n) Nd m ability to trMlatc 

lhh irlom.tion inro d* witl.n ldguge. Thcir winen or spoken expc$ions in 

cpbd@ing and inrrpEritrg infomiio! natc lhen Ut Ele in thowh. Dc G of 

infortrr,tio! Fcluology iFcificdly 0!c e of mobilc h h.sin8 npaired ctrildrcn 

ha helped a lor to develop lheb lite@y skilh. A study conduckd by Hdeed (200?) 

ev.als $ar LC T. (lnfomatio. dd Conpuler Techlotosy) is .qually popul& monS 

lh. dert in Pdkist$ allhough cuicutm is .or vcry supponjv.. H€ funlF eid thal 

lcl protid.s d cllclivc nod. of onhuisri@ wilh h€eing inpaiEd popularion 

G.41\). 

SuDD.ry 

Sum@i2in8 th. abov€ norion.d di*usios il E d8u.d thar eciay plays 

viLl Dlc in thc dcveloprenl of t""g!,lgc ofctrildra. ctud @DpEhosion abour 

ecieiy ed culrue helps lne childen witb a heainS impaimdl b uddidrd 

educslion Dd hs nolilatins faros. the child wilh heei.g iDpaim€d, howev.r, 

c&nor b€ne6t bc@ue of linil€d inre@tion witn rhe siery, In ln€ Dsfconmmiry 

tlt D.af p.ople @ bend ofs rhey ce ohmui€re, sh@ 0rir.xFrienc6, &d 

sializ. lhrclgh sicl language. 'nE rviw of rhe lhdi6 ed diff@ hisloricll 

peBpectives aboui rhe l&gDgc dev€topnqr hjstrligbr rhar childrcD wiUr h$i.8 

inpai@en develop phonolo8ical skills lits the hding bu in ditf.mt hame6. 

5t

'nEy d*lop lhen i! jgs nA6 totr in eunds. In l€alllilg gibn licrt skilb dEy 

e not likc lncir hdirg @uLrpons ald gdnlly hg b.hind ihon. 

Rffih crql! rhrt oEn @.[ng..d qitirg abil i* hg b.nind thd their 

hceinS pe.u. Usually rhei.lwh6 E snoL lo ps4 psn b slblc or jnt€rlcrivc 

appo*16 lo derclop Eldin8 ald hirin& Th. wi4 ofditrcrc hod.ts ofaading 

ed wiling h.lp c&h6 ro urd.brod td.hi.g Equihcnr. Th. inp6cr of th* 

hodcls @ r*hitre is nill lo b. tu i, Patind. It€F is r diF i.!d lo Bisn 6e 

pEti@ ofrcehirg ld8ug. ro 0|c d..fin scndrtty o. ro led noE speific.ly. A 

nd lie of B0rch in lbjs rgld should b. inili.tcd ro cxFilMr &d e.tida& 

r*hing mrllodr for rh.i. cfferi!ffi, 

56

Chapter III 

METHODOLOGY 

Tl'e najor plrpose ol this sludy ws to devclop a rst dd 6se$ rh. eading 

&d Milirs abilities of the childEn wirh h@ing impaimot in pakish in order b 

find eflectile ways to inpove lh.n. Th6 w6 a n€ed oi rh. tine b 6sess dd 

inpbve 6.se abifties b€cau* chitden wirb hd&ine inp6,m€nt 

th€n in den lundional lif.. Tt. oths pu4Des of the snrdy wec lo e$ablish a 

b.eline F.foDmce, ad @ndud d expqimen to €vstut the effe.rivc.es of 

vid@ clipping in t &hir8 Eadjng ..d widng skins ro chil{tr.r wjth heding 

'npaim. Th. d.r.ibd d.siprjoo of.och phe b c unde.. 

Pt eI: D.wtop@ o!h. Ardt R.rdtng.n t ty.U,s T6l 

T.$s e d.vclop€d ed qd |o pmvide fddbact on whar fic l@hc6 h.s 

taughr dd a l€dq hs t.or T.sdng ats prcvidc a 6tu lo .valuE &c prodwl 

d wll 6 thc pl@$ of $h@line. Thc Mch for d.vetoping e objedy€ ord 

ngorou p@edue of crElurion h6 conlribuFd !o the novocnl ro, sr.nd.rdi2cd 

lesii.8. DifIeE &srs m dd€toD.d io m6fts diffeEm arnbdB &d abiriries of 

childrs wil]! spaial ne.Ls in lh. field of spejal educarion_ In ihe @a of hding 

mpa,me nmy res|l peE developcd in ditIeenr tnc psiodj lo nedE |he 

cbildren s h€racy ad &ad@ic skitts, TIE lir.@i@ dcsribd a !&i€iy of relt- 

knoM tsts for neeuilg eding dd qiting .bihjes of childRo with h@ins 

mpa'ment Hmeed (1988) repon€d $d tEdilioml tesrins w6 Nd 6 a powertul 

procdlue tdr placing childrcn i! appDprialc cls*s and to evalute my prognm 

efecivencss. AlrhouSh rhe t sls of reading ed widhs de sepdalely d€v€loped yct 

lheG d€ nmbcr ofexanpl€s wher€ borh abililies e joinlty 6sssd. 

51

A lisl ol tesls in which !.adilg ed wning qbihics ol chitdrcn witb hceing 

'npaim.nt @ a*sed n given wi$ a briefinftodrction 

T€rr! of R.odirg..d W.iaitrs 

L TiUq Bdi€ EnSlish Skilts Tcar 

Autnor Cenler for Applied Linguisrica; Koyon, Dory; Sla.sfield, Chales 

w.iJoh6on, Dorc Obgn t Altcn€j Drq/tu, Dd 

Purpose: Design.d o t6r lisre.ing conpFh.nsioni spea&ine, Eadins, dd 

*irin8 skills r a bsic lev.t whGD intotudon on Ue afti@mr of basic 

ihcdonal lmguage skitts is n€edcd, 

2, Tille:Poccs As6sn of rhs Le@.r: Test Bancry for Readjns dd wddng 

Author: Bemingr, Viisinia wjec 

Purpo*: 'Desi9ed for dsdsing th€ .tcvctopDfl! of crding md Midng 

p'dcs*s in childm jn Lnddg.nd lhrcu8h sFde 6 - 

L Titlq: Tesr ofchitdren! LanS!.g.: Asssing Ap.c|s ofspokc, L&sugq 

Reiding, &d \vtring 

Author BrEnb.m, EdmtNewond, pnyl s 

Pupose: Desi8.ed to m6w inponam dpers ofspokd tosu.a., EadinS, 

4. Tirl.iT6r ofvri$en LdSu.gFThnd Edi on 

Aurhor: H@ilt. Donatd D.: Lalg, Srephd C. 

PuryoF: Designed io "(a) id.nrify sN(lc s who pcrfo@ sisnific&dy mor. 

poorl, rhd rheir F.6 in wirine srd who s a rcsulr re€d sp€.ial hclp; (t ) 

delmjm a sM.nts particulu slengts snd seiln6*, in vsious Eiring 

abilili6; (c) dam. a nudc.r! pmgas in s speial mms pmg@: dd 

@ndd es@h in wiring. 

58

t. Titlq IDEA Rcadine dd wtitirA Prefici.rcy T.sr 

'nplird 

Aufior: Anon, Bevdly A.r Ddlorl EffiqE F.; Tigh., Phyllis L. 

Pulos: To p.ovidc "@npehdsive ass€sc hr tb€ inirial i.Lntiffc{ion 

ed c-d.sigmdon of Linilcd EnSlish Pmfici.Dt (LEP) studo$." 

A lisl of dl thos cns whicb vlc developcd baed on the @m of heding 

chitlEn @ s ud.r: 

. Tesr of Eely Reading Ability-Deaf or Hdd ot Hcdng 

. scales of E ly cohhoicorion Skills tor HrinstnpsiEd cbildren 

. Assssme.t for Pee6 Prcfoudly or Swerely Ihpaied 

. Pbgld! for the Acqlisiiion of L&guag€ with thc Sdsdy lhgune

situadon Epeentcd in pictw n6l Efl.cl eal lifc e thal lhen *nowlcdSc could bc 

efiecively utilikd for @ncept fomtion dd legua8c d€velopnot. 

I.bL of Spdifqliolr 

'Iie m6urcmenl of onstructs such EadinS md qiling is not. sinple t sk 

paniculqly rtro En bld .E hding inpliEd. lo the @4lrFtjon of tlE Urdu l6t 

sp€cial an€ntion ws sivd ro ihe divdity ofits cliet l€ Effo'ls l@ aho mde to 

nDL il s rBlid a8l eliauc s F6siblq. NEnnlly ( l9?8) sus86led in c hajor sLF 

oft€sl construclioql) sFcifying lh. doDain of ob*wables, 2) detemining to whal 

exrc all or emc of dDs obsryablc dodaiB corelat with on &other or @ 

afrected by exFriDmkl tqtmen! ed l) ddemining whdhcr or nol one! smq or 

all m6u6 of such vaiabl.s et 6 d@udr tlEy m6@ t!. @6E !1 (!.l4). 

Th€ t ble of sp@ilication lays the foedation for the l€$ onslrucrion by 

de6ninS thc uircRe of thc !.n s *cll N fie pbponion or mphdis on vsious 

stioos of$e test {l{meed, 1988). 

Gu und (a cit d by Hde.d, 1988) hphaized tlE id.a of labre of 

speilicaion h th.ir dee.iption, 

A nblc of sF€ific.tion is a twcwy chln tbal Flates rhe itrsln[rioBt 

objelive! !o the cou6e colrcnl ed specifi€s $e mture of rhe desire tcsl 

sple,..lr povidd gFarcr atuee thal th€ llsi will n6w $e 

ireEetio..l obje(v.s dd @w @nrdt in a brlas.d mMd- (!. 140) 

Accordinslo Millmm& G@ne (d cited by cregory,2000), 

A nblc of sp€ifidrion enMc6r* rhe infomation ed @gni ve lar*s on 

vhich ei@ines d. to be seled. Perhaps te nost comon sFcificalion 

uble is 0'c @nre by pro@s mairix, {hich lisls tu exer nmblrofirems in 

Eldol concfl d4 dd d.bils lhe peie @DposiL of irdns, which dNl 

€xddiry diIf.dr cosnirive p@.s. (p. 125) 

Conlenl md objectiv6 of thh Urdu Rading dd writins Test e p@senred 

60

Table3.l 

Tle fiBt @llm of ihis lable rcpr€sits lhe r€al life siluations, which defin. 

lhe contcnt of rhe tesr. This 6nt w el.cred wirh rhe h€lp of field expeits nd 

was .or edcnic conl€nr The !.lectcd contcnl elard !o Eat life situtions, The 

dehion to nL lh.e Eal lif. siruadoc inslqd of acddoic conlrnl was mad. on rhc 

Sromds,lbal rhc l*r i.ter woutd have rich €xFlieocc in the siru.tions fltncidt ro 

suppon cqnitive dcv.lopmdr MomB, !hi! vqbuldy is .scmiat ro turction in 

lhc si.tt ar rlE mo$ bsic tcvel. E&h lif. si0.rior B obswdr und.r irc 

conponenls: @Noriomt, linguistic, &d @eritivc. A bdef dsdpdon of @h 

dDpoMt is givo b.lowl 

CotwlirDal Codpon.nt 

'IlE ue of ace/€d', @nvenrios or rutes ed for puctulio!, @pitalizalioo 

ed sp€lling. TlEs tu16 nun b. cld lo srld.nrs bcforc th€y @ trit eficienlly. 

Spelline &d slyle cd be dcfined 6 uderl 

6l

TIE siudcnE Mii. dictatcd *nldcd; [king panicul& ce to na&c ptoFr 

Th. nudmt witd .licitar.d sr6cq, okng pdicul{ @ !o nalc ptop.r 

uc of pmt!.tion dtd clpitalialion olB. 

TIE stu&nl wir.! a slory i. rcrpod to . niDul$ pictw- Points @ .Mcd 

lor $isryiry sp.tling Eqlimcna rcblirc !o ctpilrli2,rion, Puncnuion, sFllinS" 

ad othd lrbitr.ry cl.nrnts in witing (..8. p@8r!pb i!d€!ts). 

Lht .ldbcMPot nt 

TIE l'rsuislic conpoent i.rclB lhc w of .pproPriate sy a.tic ard 

*meic anFrws. Th. *ldrid of thc $i!.U. wd! LEs, Plut ls mu-vqb 

@Gpond@r rnd c.s is es$nli.l to Sood witinS. In vMbulary, stc.es 

@nbi trg, .d @ dtul Lngugc *c &lin d und.r thj! omFMt. The subsels 

$nh thcir d.siptioE e givd bclow: 

TIE n!&nls {i|. a ec@ tlt l in@Aonca . stinulB md. 

TIE snd6r in&gnr.. thc n $ing of evd.l shon *ni.'6 '!ro orc 

gr&brDlric.lly @Ft winar ratcacc. 

The stlddf3 story i! ddul.d Elltivc to th. qualny of it! vo$bllcry, 

*.|.ne @n$rucr'on qd 8llm&. 

62

CoErtiE CorqMtl 

The coenilivc comporcnt efd io ln. .bilirv 10 Mit los,cd, @h.mt 4d 

well-*quenc.d sitl€n ptud@l3. The ac[al piece nay be a cGative $ory, a peGoel 

or profe$ionol lcner, e €ssy, or a f&tud &@utrlg ofev.ntsr howevs, Eea.dlc$ 

ot i$ onlqtl, thc prsag. nNl b. lomulaled in swh a wv thal n is 4ldilv 

ud.6tood by a Fadcr. The mluity ol the PrDd@t k Nully .vidor if $e witd 

€mploys d€finile intod@lions ed endings, well struclurcd p@sdph$ che&ler 

developnent, dialosw, hmor dd e .xF6Fd philosphic or donl th.ne fte 

u*d subss of lh* @Dponq|s in lhis U.du Lsl e dieusscd b.lo*: 

rn lhis subser lhe stude s edits m illogiql snlence $ lha1il Ealcs better 

$8. lhe srutreni chms6 "sde btink.l h.t @v" ttr"satu blinkd het ews 

Th€ student story is evaluatd clddve to $e quliry of its plol, proF, 

delelopnenl of chuctes. ini.Fsi ro $. read€r, ed olhei composnional apech 

(HeDil & t l9,1996). 

It.b Fon.r 

Linle resech is availabl€ on thc constucrion of a r*t of Eadine and witing 

skills in Urdu. Thercfor. rhe $l€clion of lcsl ilem fomat cm nol lruly br bed on 

npirical didoa. The F@h.q und.r d. circunal6, had to be @dy to elel 

dy id fomal saicn odd b.tler sd. rhe r€s1obj@tiv.s. Tnu in lhis r€sl th. 

resmher ued rhc sirocn!€d rcspo.s, reshicled tesponse, &d f@ respon$ ilen 

fomats Horcvcr, oth.r f&1oa such s ihe .e in $onng md confol orgucssinS 

dd chelting did pl.y r role in @hlng . liDl deisiotr. 

6l

The bri.f dsdlion of caa! foftat wiih th.i. otiotul fot aine lhm i! this 

llseah t d.i.rib.d d it follos, 

St..ct.al R.'PM. h.N 

The srwnFd FipotrF it€m hclp th€ €rmite ro 6Tond nore esilv &d 

they h.lp lhe cswch.r or d€v.loDer lo rcmul.tc tnd slllmsia rcspons moE 

ef€clilcly, Unfortwtcly, tley cd also @nstrain $e rcspondenl ed linit tnc 

Etuhc/s .bilily lo udcBlrrd what th. Espondc dllt mctr at rimes, 

The edd of eoting ed the nininm €fl.cl of 8uc$ir8 

in nultitle{hoice 

nd forut ftats il s populs it m fomr' MultiPl. choi@ or @ognilion itcms havc 

@Nid€nu€ v€rs.tility in 66uing l@i'g objerivs ftom tb€ bowl€dse b rhe 

€valutio! level, This lyp€ ot ilem coNists o. two p.ns: the si€D which prc€'ls $e 

p!obt.m, od thc lisl of posibtc dsw6 or disF&|e6 or foils Simplc mutriplc 

choie hos de knoM 6 E@gition itcns s thc snrd.n|s nanls onlv to Rogn'4 

$e corcct dsw.r fbm the eileo dislr&lets Tbe slen of lhe iten nav be pEsenled 

€ithcr 6 qEsion or 6 d i@mplcte slsLnol brt it should be cl'a lo lhe cxdind 

To Gd@ th. Fsibility of gu.ssing $eF should b€ a1 lea$ the lo fou dhtete6' 

A rlistinclion should be madc b.tw@n th. nmber ofoprions pEFnled for a mulliplc' 

choicc ncm dd ilE numbq of.fletit. or tunclio.jng oprim $4I $e nh h6' 

Thoudr qnin8 h mininizd s substafiitl moul of ous @t€tul cd be spled 

in a relaiively shon iinc (Thomdikc d.l ,l99ol (ubisz}n & Barich' 1990r Kubiszln 

A Bodch, 2000). 

il.n ce bcst be tholgh of 6 a stics ofnultiplxhoi@ nems 

emcie hmr. The matchine itch3 m nosllv dc\clopen td

n6e factual inforution such a ndinS or rcms, dares 

of Fopl., &d, e uFtul in lcsls de.ling wilh slody sknl, 

Rs'b/!tt Md fE RsPons lt6 

G.ndally Bhicled md nF 6poM nem {hich e sle lnow a ext€ndcd 

consirocicd responsc il@ r.qune de 3ubj41s lo Foduce M'l&d resPones ln 

dcveloping th* ir.ru it is cl@ly kepl i. nird th!! snat ftnd F@*s GNh 6 

analysh. judgnenl, ot ctilical lhinling) ihc slud€nt will us b.foF slaning !o wrirc 

th€ os@ for lhe qcsnon. 

shotta$Nq and Cohpletion ItM 

ln omplelion ud shon als€r il.Es tlE sodc.l hs lo BaU a qod or shon 

plu@ lo @swer the quesdon So they {. simild to ea.h otno lnacompl.tion em 

lhe tuLnc m 6ked lo tul in a blu\ shjk snoa swd irm rquE e es@ in 

. single li@ to a qEstiod A shon &swr it n s b€ ued N . conpl€lion iten lte 

major slM81h of th!$ i1€ms is $al lhey & ad€qutc for smPlitrg a onk @ and 

m €dt to coDsfucl, N.gatively scoring PM6s 

dimcdr (Kubisz}n er ql. 2ooo). 

tor these nens is time hlinS ed 

Frerespotuc qu6tjons e very popule apprc&h bul ir is difficoll lo 

cvald. iheF il€ft obj€dilely To .valual€ $6e items the lesl lakcr ha lo 

uder$dnd lhc qrcslion and dEn f@u on speific f.lrws {ilh clditv 6d logic lo 

uifom Sdding 

Slbequ€nlly lhe examind has lo *oF these ilens ac@rdng to 

dbric for @cist€ncy dd Elialililv. 

A!!.bbli4 of tne IteD3 

The Mhcr pEpat d ! lorll of 249 ncms for th. t'sr Thc iLms wcrc 

orc.adied i.to lwo psallel fomq that werc A od B 

65

Fom A consisled of 142 ed fom B comhied of l0? ilems. The items in lhe 

lesr weR orgdized on rh. bsis of llE rcsPose folml iresp€criv. of lbe facl thal 

th€ n€n @ Flaled !o Elding or witing s&iu. 

Th. elclion-tyF il€s wE plsed fiBq wniL $PPlt'lvpc n tr vw 

pleed roturds thc .nd of th€ lesi Of thc $LclioFlTe it€n, MCQS *E placed 

follos€d by thc @Dplelion ed nalching iEtr. In fie cae of supplv tvpe nem 

coopl.tion ircms md short Nw.r 1,?€ *.rc Placed fns! follow.d by essav rvpe of 

Laglb of tbe T6c Norb.r of lt d ud RsPo.td p.r IlcD 

After making the decisio. abo lhe ilen fomal, lhe nexl sl.p was 10 nske a 

d€cision abour th. nuber of ilens 4 r.ll 4 $e rcsponss Per item Th. slr€nglh of 

the nullipl€{hoie nd fo@.1 li6 in 1h. f&t thal n heb6 lo tldw lhe C!e$i.g 

elldl' GBsinB €pilalias on chme erc whrch @ be @ tou.d bv prcviding a 

geter nwber of opdons. Fot exmple, by Prcviding fou po$ibl. dsv6 insl@d of 

lwo reduc€! lhe po$ibility of chece !o 25 percot Conplelio. ed shon eswcr 

ilem e 6y to onsfet bul dilficull tc, sr. Sin€e eNh{ u.d lhe $letued 

dd slEn mw qksrion! lhe allocn d tiG in fie pilol ten (90 mioulet 16 

sufrcienr to compl.k n. Foay (40) minue! rcF all@tcd fd $e objdfive rvp. Pan 

wbib fin, (50) minures fot the shon dswc. ed esav lrTe ireds qcrc auocaled for 

the administradon of the lest. In the objstiv. pan the sludenls w€r sk€d lo elecl 

oc 5tNcr mong rh. th@ or four disteloB *he@ on€ wod o. single to lou line 

mw6 wca Fquir.d iI lhe 6pone to dEn Nrcr tyF qu6l'o.3 

SrDdirg .d asdm.rl ofco!&.r v.lidttv 

The v.lidity ol the cont€Dl cd b. atlained bv svslehdticsllv mapping oul 

snMivisiotu of th. uivffi dd collccdng $e d€sned rMb.r of n€ns Ib. eeh

subdivnio. Thc dcllnition of sch of thc iable of lhe sp€cifl@lions provided a bdis 

for Milins, adopting /adapling tesl it ms for ech ell. A ba.l of moe than 2?0 ilens 

ws cEalcd for rh. six €ells of lh. tesl, Thrs l€sl s6 funn€r di$uted with fie 

€xpeis ir rh. ncu (Appendn A). Thc el4lion of sibarioN oul of which th€ ikms 

ser€ Fl4ted tor c&b conponenr of $c leg!.ge iest w6 als. dhcuscd h delail 

wih lhe erp.ns. The exp€is w€rc dted to svalute e&h ilo wilh reielence to 'ls 

ldeuge cohporcnr &d lhe levelofdimcdty i1posed lo lesl takcs For this pu!o* 

249 nem w.r to bG ircl!.led in pilot kn 9@ s for wal@tio! by thc exp.ns. 

Pr.?rnliotr oltt.I. Bootlct for Pilot T6tiog 

aner $e de$nenl of conLnl validity the €sl in two Padllel tdns ws 

pEpd€d for thc pilot administation. Thc two foms in pilol adminktElio. weE used 

lo te$ a ldge nuntEr of ilens so that $e nnal tcsl could b. 6ilv conslruded ol 

eood qudny ns, I w hoped rh.t 0E pilol le$ suld pmvid. a suflici.nl nuber 

of good nems to develop the fiMl tcat. DidtioN for lesl adminislration (Appendix 

B) ser .lso prpsFd lo osw slandaid ondiiioE for tesdng 

Pilol Tdlilg 

!n this cst a roial of 249 nm Bw develop€d otr lhc bais of Ml liL 

situations. Two foms (A and B) rcr pepd.d bed on Uee ichs ln !_om A dd 

B th€ sttuclucd, Esldcted. &d fFe rBponse items w@ developed Fom A 

comprisd 84 struclued &d 58 sshicled 4d free Eslons ilms Fom B comprisd 

50 smEturld &d 57 Birictd ard fd 6Pon* nens. 

Tle targel Population of thh 

the public ed ptiv.le schools for dE hcqing sd slud€nls wilh beding impaimflt of 

lhe Pujob Prcvine. In Pakishn, 

67 

rn vs srud€nis in lbe 60. ?u ed 8e gddes in 

.hilden wilh hwins inpiimen's sludy in .

seSFgaled syst€n of cducation. Ihejr litelmy level is quite loR 6 conpred lo 

n &ing childEn. Ar addilionrl @on to d€velop thi! l6t rc 10 idcntit th. 

di$Epdci* bel@n $c hding dd childrcn with h@ing imPaime . Th6, n ws 

decidcd lhal lor $e piloi s wll s for $e final test adninistrslion chil&e. Rith &d 

wilhour be&inB inpaimeor would be uk n s th€ population of tbe sludy. 

A.olher t!@n lo $lat rh* studdE 6 lhal duing $e sixth lo eiel'l eude 

udenls udergo a npid ogfiive grc*th iftuClt eiive l€ming. Thei. nenlal ed 

physical abilities e malE cnougn to acquiE knowledS. ed respond lo ecial 

stimuli. Thcy s ,l$ inrclv€d in cslivc Miting, FunlFmoE, dy dcficil at this 

poi @ ad*ly hrDp.r thcir prcgrc$ i. tunhet educstion- Il w6, $ccfoE 

@nsidd€d d€sihble to d.fin lhe potulsrion ofthh iest in the way notioned sbovc 

sddpk oltt Pilot T6t 

ftiny'lhr nldcns (eqlally dinriburcd dong rh. 6d. f dd 8d clM) 

wilh hwing impaimenl hd 184 studerts wilh hding wcrc conveniendy scleted 

fron difcrc.t schools in the cili€s of Islmabad od Lalbt , Th€ sludenls cmc frcm 

middle md lo*q *io.4onoDic beteDuds. ll wG NDed 0w d€ mple of lhc 

pilol r€sl lpproiimaGd ihc populalion cneaciclinics. 

Adn l'hL ng th. PIot T.sr 

TIE Mh.r p.Mn llt adninir.iEd the pibr |esl in Isldn bad dd Lahor€ 

Th. Ese4hq obllin d the winen Fmi$io! (ApFndix C) f.on rhe FinciPdb of 

th. concemed rh@h to adninisld the pilol test. I! @h schoollhe tesling condnion 

wsre srd'dardiad od sin€n insfirdioru to lest adtnini3lrs[oG wer€ u*d to ehi.ve 

68

Scotu tPNdw 

'nE sing pl@dw for in nultiplc{hoi@, rElchinc; ed @Dderion 

iiens for lne pilot tcsl is d€*rih.d b.loql 

The ndtiple-choice itcms e&h h.d lhree 10 fou choies in which one *6 lhe 

conecl Nser. Aftcr radi.S lhc qlcstion, th. srudent ws asked 10 ciEl€ lhe coftct 

sw. O.e mdk w6 awdd.d fot thc coE€ct esPo$e md zoo ror a wong eswr' 

The se Drking sryle followcd in ihc n.!chin8 dd complel'on 'lens 

The major purpose olthc ahon Nwer ed fls Fspon* itens wd lo asess 

rhe *rin€n expession of rbe stud.nrs. Mdking consid@d sp€lling, $mnd, md 

h&dwiting oI tn€ slud€nts. Th. mdlirg pro..dft fo. shon Nm ad iiee 

qpoN ile6 is a undcr: 

For followins trpe ofqesrio on E.r* wG lBded for a 6poM having 

@re1 spelline, emM &d Sood h$dmitine. A 4@ lEr va giva for Nng or 

l) Colrl in6|Et ir€hs,2) complctio! iLm wilh givo srd lnt, l) 

piclue @1ion in on liru, 4) shon EspoNe in lhr lo fou lines, 5) 

Conpreh€mion of a dialoglc. In thesc qucslions the $udenls h.!e to colmt lbe 

''wong'sorences by coreling sFllinS,8.!hmd, in good hddwiling. No mdks 

mre aw{ded lo dy sentence vith inconed spelliog md Crarlr@ s wll s illesible 

h&dwiling. th sehtencrmoking, thc mdks wqe Srven !o oily those snlencB 

wnich wr€ winen wilhour d/ sp€lling, gr6me, or hddwiting @4. SiDilely 

$r or on€ mdk vd av.ld€d lo Uos. €nletrs which w.rc rcsFnded 10 Mlh one 

mistake. Zere ws awsdcd ro rhos hcm which wd€ tsponded lo with noE th4 

t@ @f. In mpoN lo qu6lions .boul a di.lo8rc bel@n rwo niods one Dsrt 

*s all@led to sEh ncm in ehich lhe studcfis swr€d Mthoul a speUing

gmFs ed hddqidng mi$are wh.ras zm @ Mked for swh iteh lf cdoa 

\@ foud h shon 6sy tyF qucstion, 0E snldenls hav€ lo Espond in fou 

$nlencs with corccl spelling, 8r,@d, ed hmdwili.s. Three! tw or one ddl( 

wr awadcd lo lho* il€ms in which th. stud.nb pDduced th4, two or onc corccl 

*fl.nc. rcqFclively. Zerc ws a*srdcd in c!$e of€npt or in@DPlete scotc@s l. 

6pon* lo picoc ddcripliorl lh. cocl sFllir& glt]|l@, ed h4dMiting wcr. 

ob$N.d *iite trE&ing the qord. or slln 6. Thc Da*s *w atedcd rc onlv 

tho* co@l srEnes whch tulfillcd th. cnbrir Tw or onc lrk wa ivo ro 

tho$ espones which w€E witn one or 1wo mishles i! a winen desdjplion 

R.li.bilitt EttittuE 

Rctiabilily Ff@ to a lcndcdy of . Lsl !o have @Ein rcy fion onc *l of 

NN.lly (1978) believ€s th4 

If the tesi Imual ei0.r gives no Fliability i.fomiion or slales a relidbililv 

coetllcient wilhoul sayinS how ii ws detemined the t€$ sholld bc viewed 

with suspicion. (p.129) 

Sev.El methods have ben dckloPcd io ass dE test Fliabilitv Aeo.S 

oth@, th€ P.ailel tesi foffi sP|n hdfed id.m.l @Ntlncy mefiod! e poPul& 

Th. intcm.l @Gistcncy ncthod., {hich !t bed o. oE fm of a rd .dnini.cred 

ar or. tide, has beoDe a sl$drd Pdcti@ d@ lo siDplicrrv od painotrv ll 

Gsunca ih.l itcms in th€ les1 & honogen ous ln othd words, each ilem of the l.st 

measucs tbc sm€ qualily or chra.teristics 6 every olh€! Th€ K-R 20 foftlla is 

*tuitiv. ro $e 169$ of 1n€ t sl. As th. lcngth of dE test incEdes thc $timat€ oi 

Fliabiliry .le inprcvs. Ebel (1979) sho*cd th€ h)"othetic.l impovehc or 

Eli.bilir, by i@ing tesr lqgh (Iabl. 1.2). Ite efel of s@sliv€ doubli4 of 

10

$c ldgth ofa llv. ircD Esr wi|h. rclialility ii.!.x of0.20 is coNid.6ble. Ke€ping 

in vi.v thc pGinony ard simplicity of thc i.t dll cotuhtency me6od for 

estimtinS th. rti.bility cfficid! n w d.cid.d to uc K-R 20 fomula 6 a 

5 

l0 

20 

80 

t60 

320 

640 

Soue: Ebel,(1979,p. 289) 

Trbl€ 3,2 

R.tattor otTdt llngh to Tat R.liabtlit, 

R.liabihy 

0.20 

0.31 

0.50 

0.57 

0.E0 

0.89 

0.97 

1.00 

lro Arb.ir ol fihr T-t: Th. D.r.lopDoa .f Fi!.| lulnD.ll 

TlE qudiry of. rcst d.pcnds upon th. qu.lity oflhc ikns n @ !i6. lr.N 

crmt b. .v.l@tcd s "good" or "b!d" by iNFction .loft. It niSh b. inc cs $at 

iie conte.t cov.'!d in rhc hblc of 3FlindjoN ud ell tPEentaiion e 

sppmprhr., dc dilt@tcr e plasibb, ed lh. E.din8 difficuliy of lcsl molcrial 

mtch* lhe dmi|B' rbilig, y.lih. itds n.y b. nalfuclioniag. I|.h dl'5i3 is 

a ehniq@ rhd ev.lu&r ir.D or . slnislicd b6sis. 

Ilcn ealysis scNd iqo putpoesi one, il hclps d.r.miB qudity in Lns of 

.oBirl{l b.hlvior in disididriry Min€s of hiSh .bility fon thoe who h.vc 

low abililr. Two, it f@ilir.r* in i&D &iog lhc knowl.ds. ed skiu tcsr l!lc6 hav. 

o' havc nor d'slcrd. licm erlysis o .lso b. Nqd ro .valulc ncn bia which bat 

dieihiialc agiitut a plniclls s.!m.nt of th. popuhlioo, 

1l

Tnc i!di$ ucd in daminine lhc qlality of th. it m include neD difficulry, 

the diedninalion pow& of th€ irem, dd ihc cflecl ofrhe distet€6. The delinjrio6 

of these indices 6 follos: 

I8 ail&br 

This h bsd on rhe sbiuty of tesl $tdn who msvqed e ile6 co@dy. It 

explaic whetlEr the iltn w.s easy or difiicult for ihe exmin@s. The index of 

difliculiy @s.s &oE 0.00 to 1.00 ed is somctihcs also rcpod€d s a p val@. nE 

hig)s lhe p valu€ the esier rhe it n Thc irms of mediw diffculty should be 

pEf€n€d b edee the $lrddd etur of m.slMenl. Ah index of e ilen\ 

difr€ulty is obbined by c.lclllling $e Foponion of the br.l nmb.r of lesl llld 

elD gp10E nen dchr (Davis.l952, Eb.l, 1979, Coh.n & spddlils 199: sueA 

1990). 

Dt ridhtiod PN. 

The n@@s of n m di*rimiEdon indiele how .dequrely e nen 

spetes or disidinates bct$d hiSI srca ed low soB dctmin d d. bais oI 

tolal sore. Il @!ld als b. taLn 6 thc lbility of s ite6 lo difrerenliale b€tw€o 

exmines with varying &8r€.s of knowl.dg€ ed abilily. The in.lex of 

dierinioalion power rages lrcn.l,00lo 1.00. Ar item vhjch ehieves.40 or 

higher discrimi.alion is considsred lo be s vcry goo{ ilem, (Hmeed, I 988i Cohen & 

sw€dliL 199). 

Dbtnct, Ellecl 

The disltacia efTdi b ihc ability of oplions 10 attlcl exmines, Il indicales 

percot of exmines who E pon.Lrd lo a particlle dislEcld. Wtile oal)zing 

dimcuhy levelof ihc ircm and $..f.clof disll@teF, the ovenll pertirMe 

12

of th€ lcar tateE is of min co!|.d. Or lhe othd had, lh. di$dminarion Powr of 

$c ileb is bas€d up.. ihe compris! ofcxmimd with levirg &8ree of lbilitv. 

The i dpdalion of ilem dilticully is nol s sinple os il dv app.d The 

diltculty old ilem dd $udcnt leming My confoud.4h other' The ilen mv be 

easy according !o its co$tnction or bFause rhe exoin'cs have hasierd lne 

coltenl. A similE situli@ Fay eie std il.ms hnv. hien dimculv Lvel' il miSl 

hc ! his-kcy.d it m, o. il mighl be th€ cs thlt lh' tMe s had dificultv 

un&6r4dine rh.l ilcn. ThB, in sl€ding Sood ilems slecial @ nun be ralcn 

befoE disdine ey ircn d bad ltem difficullv nut b€ int'Aret'd bv @6idoi!g 

all faclos such s fi. wotding of $e ilen, eminees' l€ming expdi€nccs dd fte 

po$ibiliry ol d*idins rhe wone atwq M conel (nis'keved il@) as B'oM 

(1983) has..comm.nd€d: 

We dlwvr h.ve b l@k d dr woding of Lhc ilehs dd consider sruddBr..,i"rl-"i"*. 

-a o. *rue oithe subjdr mah shen rnklp*tins 

no dimcdrY itrdies (!-219) 

Th€ disinination in&x EPoned in this t'at"it EfldLs lhc d'8Ec ro which 

$e irem di$riDindcs b€tren $. upFr groop dd th€ lowr goup The upp€r 

gloup includ€s $e lop 27-5 FMni oflhe $udenb &d lhe lowd soup Eptesents lhe 

boltom 2?.5 p.rce The dhoininaiion indc{ of the nem indicales vhdhd the ild 

differc.dales b.tweeo iesl l.].E having varyinB d'grcca oftnowledSe md abilirv tn 

d id@l situalion, m extemal cdlctio. i5 us'd b fom the* erolPs od th€n th€ 

Floll@@ of rh€ iLm i3 sss.d ro s stFrhd il is onsisrenl wilh dE qlernd 

ditaia. A g@d qdpL of dleftal cdtcria *ould bc th"mir6' rr'de point 

.vdee. lf slud. 5 wih hisler OPA\ se Fsponding lo {E itd corsdv dd the 

studots Nilh low€r CPA &e espo.ding irco@tlv, rhe iten is consider€d ro hale 

nigh di*tim'n.lon Pow{ 

73

Ho*v.r in realishc situalions $ch crii.da de gd€tally &Nxislent o! non- 

accessible. The lotll soE on thc i6r, thus, snes s the cnt rio. (Bdm: 1981. p 

220). wrM mGl sF is rs.d lo oturitu|G lpFr dd lo*r gouF, ln. 

discrihimtion index $oves 

thd of tul.ry @nlmt (Ebel, 1965, p. 399). 

to b. a b€ttd nesu. for th€ le ofrelativc achiet.m€nl 

Tabl.3.2 (adoptcd fton Eb€|, l 5) is provid€d in the d@mol'aid to llen 

Amlysis" plblished by th€ Ohio Stlre Unive6ily *hicn hclps lhe u.r io inlerPEr lhe 

di*dmiMlon inds. An altcrntrile Fcs@ lo the disioilution ind€x is the 

shdgth of thc iten !o tb€ lotal coftlatiol Th. 6oE thc upFr greup r$ponds 

coftclly !o d iicn lhe beno thc value of corelalion bet@n 1har ilcn ud $e lotd 

test. lnv€Mlt, the few.r upFr grcuP cruit6 Nwring m il@ inoretlv, th€ 

wcdler lie coreladon bdween lhlt i€n dd lotsl lest scoE A lood 

$sgcsi.d by BoM ( t96l). rcold b. lo i.quiF . =0.20 or hi8!.r' 

74 

genetal rule 

The ses€nl of di$rctd efct is ate vcry h€lptul in natine decbiohs 

aboul e it€n or ey on. of ns dist&ien As a gcnaal rulc, ih' ndbet of studen$ 

*tering lhc @tEl oPdon sholld be gEl6 thd dv di

Tablc l3 

combin d (Deal & H.otins students) analrsit of Stru.twed RetPoase ,erc 

Pilot Test: Ftu A 

Nunb., ofstadentt: 217, Retiablir: 0 95 

l 

l0 

ll 

t2 

ll 

l3 

l9 

2Z 

2l 

24 

25 

z1 

29 

32 

3l 

t5 

33 

4l 

Ditf. 

0.52 0.20 

0.32 0.32 

0.35 0.26 

0,85 0.12 

0.82 0J3 

0.?3 0,51 

0.43 0_02 

0.59 0.51 

20 

22 

ll 

t2 

3 

2 

6 

62 

33 

t2 

l3 

ll 

I3 

l5 

82 

8 

5 

5 

35 

a2 

3 

2 

'3 

3l 

78 

8 

35 

l6 

1l 

2t 

25 

5 

ll 

2t 

7l 

1 

2 

3 

I 

l 

30 

3 

l 

2 

3 

55 

ll 

53 

12 

0 

0 

I 

2 

3l 

0 

I 

2 

3 

2 

I 

0 

o 

I 

; 

2 

0 

I 

5 

t 

I 

0 

15

t6 

DTT. 

5l 

52 

53 

6l 

63 

71 

72 

75 

30 

8l 

32 

34 

35 

36 

33 

al 

92 

3I 

33 

62 

26 

6l 

52 

55 

5l 

35 

s9 

63 

50 

27 

87 

53 

I6 

68 

35 

36 

3l 

l5 

t1 

25 

t 72 

20 

5l 

36 

l5 

ll 

30 

32 

23 

l0 

23 

0 

0 

0 

o 

0 

0 

0 

; 

0 

0 

0 

o 

0 

0 

I 

a 

0 

0 

0 

0 

o 

0 

0 

a 

; 

a 

0.31 

0.31 

0,33 

0,62 

0.26 

0,63 

0,59 

0.66 

0.52 

0,t8 

0.59 

0.43 

0.t6 

0.tt 

0.6, 

0.51 

0.50 

0.35 

0,56 

0,62 

0,59 

0.63 

0.62 

0.t9 

0.50 

0,t7 

0.ro 

0,22 

o.52 

0.86 

0,36 

0-20 

0,?0 

0,61 

0.ll 

0.61 

0,11 

0.53 

0.65 

0.61 

0.65 

0.53 

0.39 

0.t3 

0_70 

0,12 

0.72 

0,58 

0.60 

0.t3 

0.19 

0.71 

0.27 

0.22 

020 

0,20 

0.50 

0 

0 

0 

0 

o 

0 

0 

0 

o 

0 

0 

0 

o 

0 

0

2 

3 

3 

t1 

ll 

t7 

l3 

2l 

22 

1t 

24 

25 

26 

23 

l0 

lt 

l2 

ll 

l5 

11 

13 

l9 

42 

Tlblc 3.4 

codbin 'l (DeaI& Ee@irsstutle t) Aplrsisofstrutu/ed Retpoe lte^ 

Pilot T.tt fom B 

Nudbet of stuaenb: 2 I 7, R.liabilitt oIT^t: =.E6 

o.2l 

0.81 

0.61 

0.73 

0.61 

0.16 

0.62 

0.32 

0t6 

0.29 

0_20 

0.60 

0,80 

0.3t 

0.20 

0.12 

0.32 

0.32 

4,12 

0.32 

0.15 

o.32 

o.26 

0.t 1 

0.ll 

0.03 

0_20 

0.53 

3 

l4 

2l 

3 

30 

l5 

8 

6l 

l6 

t3 

62 

2 

l 

z 

l3 

J7 

6t 

5t 

7! 

3 

30 

42 

75 

3l 

30 

a4 

l3 

f3 

3l 

;a 

12 

32 

30 

2 

2 

6 

29 

9 

9 

3I 

22 

t7 

l3 

It 

72 

3 

26 

z0 

2t 

l0 

I 

50 

l5 

t2 

20 

i 

0 

l 

6 

zl 

2 

2l 

6I 

t0 

2a 

I 

t 

35 

I 

o 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

I 

11

L 

2. 

l. 

5 

6 

I 

12. 

tt. 

lt. 

13. 

20. 

2t. 

22. 

26. 

27. 

28. 

29. 

lt, 

32. 

33. 

16. 

t7. 

33. 

Dif. Ld. 

0.32 

0.33 0.20 '12to 63330 

21 6580 

T.ble 3 5 

Conbine.t (Deafand Eearing student) Awvsis of Un-strctfr.d IEN 

Ptlot fest: Fm lr 

NMber of dud.,k: 2 I T, tilianility: 1.00 

30 

3l 

95 

99 

l0l 

102 

t03 

I03 

ltl 

t12 

ll3 

ll4 

lt6 

|7 

lt3 

I19 

120 

t22 

t23 

t25 

t26 

127 

.27 

.20 

.21 

.t3 

.20 

.51 

,33 

.60 

.31 

.35 

.82 

D&dlidio! Ird.! Ddi!.r 

.31 

.31 

.22 

.51 

.29 

.57 

.22 

.30 

.34 

.33 

.t2 

.33 

.88 

.19 

78

52. 

53. 

123 

t29 

130 

llt 

t72 

ll3 

l]5 

t37 

139 

t42 

.35 

,81 

,88 

.31 

.80 

.02 

.63 

,46 

.68 

Dh.rtDh.tlo.I!d.! Ix.ido! 

,35 

.03 

61 

63 

5t 

5t 

.63 

Tlble3.6 

conbked (Deafad H.artrd A@lrtit oI UEst,uetued te6 

Pilot Tett: Fm a 

Nunbu olsrudents: 2t7. Relidbilitt: I 00 

S.rirl l..rt ir Dilo. Tdr 

2. 

3_ 

6. 

7. 

3. 

t0. 

ll, 

t3 

t9 

22 

24. 

29. 

53 

t5 

51 

53 

63 

1l 

12 

73 

.12 

.21 

,8' 

.32 

,15 

.6! 

2l 

,28 

24 

I] 

t2 

24 

27 

ll 

25 

t3 

.27 

.20 

.t9 

.lt 

.15 

.o2 

.32 

.12 

.52 

.30 

.33 

.13 

.50 

.10 

0.10 

.20 

23 

.& 

79

S.ri.l Il.@i!.ilolTst 

')1. 7l .ll 0.10 DDpt d 

32. 72 .25 0.10 Doppcd 

33. 7l .13 20 Dopp.d 

34. 7l .13 0.10 DropD.d 

35. 72 .25 0.10 Droptcd 

36. 7l .18 .20 Dropp.d 

31 . 74 ,21 .26 DropD.d 

13. 75 .20 .03 DropD.d 

39, 76 .\5 .28 DDpp.d 

10. 7 1 .19 .A DopFd 

11. 78 .15 .1,1 D$tCd 

42. 79 .15 .04 DropD.d 

41. 30 .02 -0.02 DroDFd 

4,t, 3l .21 .18 DbrFd 

15, 82 .67 .10 S.lccr 

46. 3l .38 .16 Sclcd 

47, U ,45 32 S.l.cr 

48, 85 .62 .52 Seleol 

49. 36 ,57 .50 Sclccr 

50. 37 ,53 .44 S.l.cr 

51. 33 ,71 !6 S.lccl 

52, a9 72 lA S.ki 

5l 90 52 .43 Scl*r 

t4. 9l .58 .40 S.lei 

55. 92 .24 -22 DtltFd 

t6. 9l .tl .t8 Sclel 

51. 94 .56 .53 S.ler 

53. 95 .5t .36 S.ter 

59. 96 .6J 38 S.l.ct 

60. 91 .69 .54 S.l.cr 

61. 93 .71 52 S.l.ot 

62, 99 ,55 .10 Sclect 

63. r00 .25 .02 Dropp.d 

64. l0l ,26 .08 Dopp.d 

6t, 102 ,27 .42 D@p!d 

66. r01 .27 .la S.lc.r 

67. tM .22 -10 DbCFd 

63- 105 -17 -12 DrcpFd 

69. f06 27 22 S.ld 

70. f07 ,27 4.4 Dropp.d 

Tabl€s 3.7 ed 3.8 pre rh. sl.cl.d irems fo. tn€ lbal l.sr on thc bais of 

it m analysis of the pilor rest. In lhis fin.l lesi all conpletio. it.ms (C.1,) md 

nalching (M.1.) itens wd€ chdgcd to the lhte ro fou optio.s nulriple choica ilms 

$d all such nms which w modifi.d in th.n folml e nmdomn in lh. t bl. 1.7. 

80

8l 

Szhcted ltens fn FitulTe (Part A) 

It nHh lt.lNoitrtllorTgr For 

L 

L 

5, 

8. 

|. 

t2. 

B. 

t5. 

I9. 

20. 

22. 

?3. 

25 

21- 

29, 

l0 

ll 

12. 

16. 

11, 

39. 

2 

l 

5 

l3 

't6 

t7 

,8 

27 

28 

10 

tl 

l2 

65 

70 

7l 

72 

7t 

73 

3 

42 

45 

l3 

20 

2l 

0.43 

0.54 

0.20 

0.80 

0,11 

o,t5 

0,56 

0,62 

0,62 

0.59 

0.42 

0.33 

0.82 

0.85 

0.88 

0.31 

0.51 

0.32 

0.20 

0.43 

0.19 

0.51 

0.51 

0.43 

0.67 

0.51 

0.72 

0.41 

0.t9 

0.32 

0.39 

0.\2 

0_!2 

0.I 

0.21 

B 

B 

B 

B 

B 

B 

a 

B 

B 

B 

B 

B 

B 

B 

B 

B

a2 

l&!ri. IlaNohPlhtTol FoE 

5l_ 

52_ 

55. 

62. 

61. 

61. 

63. 

15. 

26 

22 

50 

5l 

9l 

93 

tl 

t3 

19 

0.tl 

0.43 

o,tt 

0,40 

0,69 

0.69 

0,51 

o,8l 

0,81 

0,81 

0,62 

0,26 

oa2 

0.86 

0.,13 

042 

0.78 

0.?5 

0.?t 

0.lr 

0.69 

0.t0 

0.,11 

0.53 

0,61 

0.65 

0.t3 

0.53 

0,27 

0.43 

0.39 

0,20 

o,3l 

0,03 

0.m 

0.50 

0.43 

0-51 

o.5, 

0.70 

o56 

a 

a 

B 

B 

B 

B 

B 

B 

B 

a 

s 

T.U.3.E 

Szlecnon ofn.tu lor FtMl T.tt (Pa B) 

L 

3. 

3_ 

13. 

lt_ 

125 

127 

I23 

129 

I30 

l3l 

\!2 

I3l 

9a 

100 

95 

0.E5 

0,32 

0,86 

0,85 

0.37 

0,87 

0.t3 

o,8l 

0,80 

0.43 

o.62 

0,21 

0.33 

0,52 

0.39 

0.r3

E3 

Dllll trdd 

16, 

t1 

I3. 

t9, 

2i. 

21, 

2?., 

2J. 

u, 

26, 

28. 

t0. 

lt. 

38, 

9, 

12,, 

.X, 

4, 

ta, 

50, 

54, 

53. 

59, 

6{'- 

61. 

62. 

61. 

63. 

99 

t0l 

t02 

103 

lq 

105 

106 

l6 

9t 

t3 

,0 

95 

9l 

8a 

a7 

93 

35 

8l 

t01 

toc 

t0e 

t0 

8l 

82 

0.5t 

02t 

020 

0,,16 

on2 

0,5t 

0.J7 

0.56 

0,?r 

0.3t 

0,45 

0,52 

0,51 

0,58 

0,6? 

0.5! 

o,711 

o,5t 

o62 

o.?l 

0.63 

o.ll 

0.?5 

0.61) 

064 

0n4 

0.tl 

0,66 

0,65 

0.tt 

0,12 

0,66 

0,65 

0,52 

0,6t 

0,34 

0.21 

0,15 

0,29 

0.57 

0,22 

0,6l 

0,51 

0,50 

0.5t 

0,52 

o36 

o.l2 

0.al 

0J6 

0.$ 

0.52 

0J8 

0,65 

0,t0 

0,9t 

0,t8 

0.t2 

0,88 

0,9. 

0,88 

o.t6 

0,88 

0,tt 

0.16 

ot2 

out 

0.33 

0,41 

B 

B 

B 

B 

E 

E 

I 

B 

I 

a 

B 

B 

l0 

ll 

IJ 

t6 

l1 

t8 

t9 

120 

l2l 

t/2 

12t

L* 

7t. 

18. 

E. 

30. 

3I 

a2 

33 

35 

36 

81 

88 

39 

83 

62 B 

l19 

B6 

I35 

B 

B 

E 

0.50 

0.20 

0.31 

0.51 

0.55 

0.22 

0,42 

0.5t 

0.t3 

o.22 

0,5, 

0.61 

0.63 

0.,t3 

lt4 0)2 0.88 

Tabl ofsr.ciftcati@ of FiNt Te'l 

apd:6,18,24,43,44,45, 

22,t,29, tO, t2, tX, X5, 

14,33,39,4 t, 52, t3,54, 

B p€n: 55- 56. 57. 

t8.60.6r.65 

0! 

B plrt 6.L!2, ?1, 

?4.75. E !!, 

fi.&.!C 

72,7!,74 

73,79,30,3t 

Nob: llwndilirc nen nunbat wE Rl'd.A s w ktu. 

B pin: 24, 28, 18, 

78 

3l 

2t,22, t6,31,76, 

64

Fb.l T6r 

Aff.r the data ralysis on SPSS of $h pilot $!dy, 156 nix.d it ms *@ 

el.crcd epuately fo. thc assmcrt of Fadine dd wiling sbilnies. Ooe lest 

b@khl ws pepmd on the bah ofiwo pans (A pan for @din8 sd B pan fot 

{iling) 61hcr $m two parallcl fom! A dd B, All ile6 Elprled to ssss lbe 

@ding .bilni6 bq*d or slructuld ryp. ilDs (MCQS only) for lhc childEn wilh ed 

*ilhou hding impaimefl we idl'rdcd in A prn ofthe t6t, *iil., B p.n ofde 

lsl wa compri$d of all *lecred supply rr?. n€ns{shod &ss and frc. r$pome 

itens) lo asses tn€ MilinS abilitics, A iotal of 8l strucnrcd items w.rc sclecred for 

ihc A pan of the rest sd 74 weE $lecled for the B pen.In rhis B p.n 16 new nems 

v.e dcvcloped ad o.e w6 modificd, A roul of90 itcms w€re included in $e B pan 

of $. tsl. nrc fDal l6t (ApFrdix D) w6 d*lop€d Eon thc pilot terr by 

€v.l@lin8 @b ilm. Tn I?I ireB *E trcped ed distribultd lms thc six alls 

of thc tablc or sFcifierion (Tabl. 9). l3E6 test b@kleB wG pepo&d for field 

Fi.ld AdnblnnLn and Sarqta 

Th. final Urdu Reding aod Wriiing Tcst q6 adninisard in 49 sp.cial ed 

Public *h@ls ot childrb wilh .d wilhout hering inpaimml ( pp.ndix E). Ilrc 

sFcial $hools tor childEn wnn lEeirs iopaim.nr boln in public ad pdure 

sclos wc idendfied fton rhe list pbvid.d by the Di@loral€ of Sp..ial Educalion, 

Lanoe, Punjsb. The non 8olemcnt $h@h wqe ide ned by peMnal conracrs. 

The lisl of rhe SFcial Schooh for th. F€d@l colemenl was ral

wbetr tb€ lists lN* di.qed, i var d..idcd lhar .ll sh@ls of +oial €duelion 

havine cles 6. ?,.nd E will bc trko in th. spl.. However, in lhc ce of a 

clu$er ot $hools in one panicula leation, on. sh@l oul of lhe clusler. w6 selet.d 

tddoftrly. Funher, orc ordi.ary $h@l wa $ledcd, in rhe viciiily of special sciool 

rmdotr y. For this purpose a lisi ofordinary sh@h wa obrain€d liom the concmed 

offce of ihe EDo (Educarion), only thos. schools we sel@ied that *4 situt€d 

wirhinrhedhlanceof 3 ro4kiloDdesof $espccial$hoolfo!hedineimptume . 

For this dara collcction lhe prior p.mbsion wN lat n lhn lhe scEllry. 

Speial Educ.lio. Pujab dd thc EDO of th. city or the p.incipol of the oncmed 

$h@l whd reed€d. T1lc *le$oi of t. ordi.rry schools ls nade on rhe 

Nmpdon ad hope lhat if aound Eliabl. lhc tcsr 6 be used lor studmrs stlrdyinB in 

ordiory 6 wll 6 in ieluiv. $h@l' 

Ma,liag o! AM Sl,..E 

The t*l b@Ucls wrc u$d ro coll4t th. EspoNs. Thjs l€sr wa ba$d or 

re prns A md A ud wa.dhinkt4d lo ! Idse sple. Tcn mFB werc hid ro 

Ml rhe Esponses on pan B, An &swr grid ws wd lo capt'r€ th€ Fsponss on 

In lhis ep3cl fouowio8 coNido.tions werc keP1 in dind by lle reseeh( while 

atpoinling the leeheB as lcsl $orcs, 

Ptul.ttto[dt't Qualtfi.tlon .t l E ?en nc. 

The tercheB all had ar led a M.stci Sp@ial edu@rion degE in order 10 be 

tbe .coer ol lhc tcsl. The s@rrs wd slso requiEd lo hav€ expeti4ce of s@rin8 

laElag€ lestl ofmultiple choi* 6d 3hon eswr items. Th€ mw grids w* 6ed 

to capr@ Espon$ or stlcrucd 8poB. itms. Irrs eswr crids s@ sed by 

86

6ing e opdcd ndt ffi. The foUwins info@ti@ of tb€ 

!&I!q$!p! &!sds 

6 *p€nt one r3r.r sh&l frcm o$.r 

lo € *h.thq cfur srtdes Fdom b.er thon 

to muE thd sDlc rttlY cPEnls lh. 

ndionll nms dd rh@ is no r.nds bi6 

Dcbil ldt d1@lio6 Ift abo foUos€d during the re$ adnbistrllion ro 

ehidc $anddd andiliotr n l6ting. 

S.oridg of th. AMr Shezl 

Sme stirg pdedE E aPPli.d to tu* t[. sNt shtts of th' slud€ 5 

in fiis tinrl td s in rhc pilol l€sl 

Focus Group Dbcu.riotrs 

Usitrg a f(@ Stoup is a poPol{ qu.litltive mc$od in hatn ad sid 

$i€nc.s 6 a rool b infom policy and Fdlic. (Hcmin, 2007) 3 w€ll a e 

iNlrudenl of ddld collcctio. esp.cially on rhose ropics which e pdtlv denn€d 

Difredr authou have &fircd locN s6op for.xmple, Kilzinsq (195) defn6' 

.F€c goups e a fom of goup intcFi€w thli caPit'liz€s on @municaton 

b.rwcen fsedch panicipa.k in on!4lo gen@l€ dala," Sinild m'dnngs have been 

anch.d io f@N grcup dissid bv ! nmbq of .uthos (Meion 'l 'l l990i 

KitzinSd 1996i Morg&, 1996; M&lafTenv,2004) 

Cary ( I 994) tunher elaborates, 

Usins r 5di slncn €d sreup drslNon. nod.rtied bv o grcup lclder' held 

r ; inlomal rnrns, with th. Purpos. or coll.cLing infomarion on a 

Lircratuc sbos thar focus srcuP di$ssion is fo' difrq€ Purpoer' 

87

To sone i1 is 6 tu exploBlory m.os lo idodfy difIe@r s6trucls pnor to 

@nducring a q@tihrive study. Srudy ss it a a rnebpl st . $ioli6c endevor 

'd cal n d !@i ei6ttic". fin lly, shd bclicre tbll n is a w.y to udcB|'nd 

p@ple s @mnon *@ @neFioB ad .v€ryd.y qP|eanoro (Mclafierty, 2004). 

wilkiMn (1998) a1s hishliehts th€ u* oI fdB emup dieBion to identily 

the annud€s, opirions, tnowledge, &d 

88 

bclicfs $ lhe subpan of phenon€nological 

The lilenlue includes diveBily on sie of ihe focus gloup. Sone r€sdches 

sussesl thal tbre should be 12 panicipdts in a ldge goup or 4 to 6 menbes in a 

sm.ll gbup. OtheB suggesr 6 ro l0 &d iD !om. c@s fou lo eig}tl panicipdlrs in a 

diession grcup {Cr@burg, l9E& Hoqrid ct d., 1989; KiEilger, l96i Twin, 

r98). 

Keeping in view rhc strcngth! of f@s grolp dlsNior for wedins th€ 

perceprions of the panjcipdts on poony dcnncd ropic such d t@hi.g @diog rnd 

miting ro studols wi$ he&i.g impaimcnt n v6 dsided to e $is nethod to 

€xplore exislins terching n€thods us.d by lh. t eh.6 ofth€ Urdu lasuase. 

fte prinary puaos ol focls Soup dhc$sion ws lo coll€cl dala in order lo 

swer de second quesion oflh. study. Howcler, th€e wer€ also helptul to rule out 

th€ posibiliiy lhnl vidco clippiDe w6 alG.dy in @ in ehmls for th€ deat ln 

addirion lo thar, th€ rehcas r$poe 1o the w of vid6 clipping G a .ew 

iroliFdonrl sldegy w euehr Th* lou focB grcut d1*Bsio6 w@ ncB al 

R$alpildi, l2boF, Multu a.d Fablab{d epelvdy. IEs cilics mE th. 

divisional he.d quaneE for lou divisions oul of lhc 6ve. It wd eued out lhe4 

re model eh@h for the deal dd the h.sl possible pracrices in ldchirg radi.8 dd 

Miting Urdu would b€ found thete. Fomd Fmission m obrain€d lion lhc

piincipals of the corcehed ehools b hold thes di$6sions. Aboul lhiry five (35) 

teaheB of Urdu wilh te&hilg cxp.iiene fom 2 lo 28 y.m in eleven shooh *ere 

invitcd Io pdticipare ir theF focus 8ro!p di$ssions. seleclion oI thc lqchcn w6 

md. on Oe b6is of the ltse@hd s @Noio4. Fm ins faN gnup di$Nions 

rhc glidclinG (Appendix F) ME pE!&.d dd u$d by ilE nod@ior. Th* 

discsions w€E audio and vid€o doded. Th. dehil Epons of th* f@s grcup 

discussions re anahed 6 (ApFndii C) dd oorcone of tn€e di$usioos &e 

ExpenneDt o! th. Etteth.n.r! of video Clippirg 

One of lhe obj.cliv$ of the siudy w to @ad@l m qpqiDenl 10 i.vesigale 

the efiatiloess of vid€o clippine in rrching Urdu Eading dd wiling lo sludcnls 

with h@ins imp6im€n! 

Th. FnDqo.L ol de S.dy 

The EdMit of rtis srudy is br$d on voygosrkyt (19?8) @a*.bl€ 

co.lribution 'Zon€ of PrcxiDsl Dcrclopnenl (ZPD)". nE ZPD is defined d th. 

dklance between the &rul developm.nl kvcl a detmioed by ind@endcnl peblcn 

$lvihg md the level of porential dc!.lopneni as detehi.ed ttuoueh prcblcn slving 

uder adult slid.rce o! i. @llaborarion with not cdpable pees (voygosiky, 1 978). 

Accordihg o this lhe lev.l of &hidcn.nl nesurcd by a tesl @ only indiste thc 

etul ldel of pqfomee. Thc fomal pEcdw of educ.rioml nGueme in rc 

Mt predio the poreltal Frfollll'G of a child. In s:rondrdizd lBling |he eod 

l.v.l of d€velopnql is eslluish.d 6 d rcsull of ene tlrcady @nphtcd 

Il is gendlly 6sMed thar child's p.rfomdce m be s*ssed only by lhore 

tasks lhal child @ ind€pendenrly perlom dl certdn diflicllly lev€l in a rcsting 

silution Bu ifihe child is allouEd io wk help from o$e^ or is Siven some clu€s to 

89

how lh.e qEslions @ b. elild lhis c{ subqrntially .nlt$@ his p.rfome@ 

This Frloll]mce c& fidhq be impDv.d if child is allo$€d 10 worl on a $lutior in 

coulho6rion with othd childin. This pot ndal lor derclopndl ha b.en igro'ld by 

$e thinkqs lor a long poiod of tine. In vygotsky (1978) words. "Thcy never 

edcn jned fie.odon thal whll.hildi.n cd do wirh aisiaG ofotheu might be in 

some se$e ev€n moE indiative of ihct nentsl d.lelopDat ih4 wh6t tley do 

The nesuem€nr of actual dclelopnent als Gsunes thal the school 

inslruclions @ lor pobl€natic &d majonty of the le,mB ce benetir Blr what if 

school l.ming is ol poor qudiiy Iot eme who have speial need $en "how" ed 

'!har" &tual devclopmcnr is meisured. In $ch cidhslftes, ihe a.c of pointat 

delelopnenl beones even DoE Elevdt. The insrucdo. in schools for rhe dqfin 

PatisEn hd fail.d 1o eccl€Ere l.sin8. Iltis f4t hs bco rcpofied dm€ ed 

again.(Swd el al, 1997j Asghs ed Noreo I 997r B$hir md Alcd, 1998t lju &d 

Zafu 198; Ndir srd r@,2001; Ali Dd Mehnood.2OO2) 

Soc (197) by rcfcning vygorlky study ol developn€ note, lhal .,He 

ryyeolskyl ples g@t cmphrsis on llE cdtr i! $,lich 0!c child d€velops! dd i! 

panicule. on thc .fect of consttucive roles of pecr int€relions &d relalionships... 

vygoEky f@ces on $e sid mtu ofcoenilivc dcvelopncnr, ed €nphlsias $c 

cntcal pan thar the sial world plays ii facilibring childrcn\ develophent,. In 

orhr erd, $e inslnrtiond contqn mu3 be &Lvet lo rhe sid mrld of child. Any 

imFEtionol eflon thsl h€.vily rlies on r€al life lituto6 c& be helpful for thc 

cognidv€ dqelopoe of$c childr€n (p,2), 

McKeMie (1999) 6 ciled by V& Der Sruyfwhik elaboialins o. $afouing 

(aothr exprcsion for ZPD) ourliB d!. ptGs s it lollo$: 

90

l- Povide cl@ dirdotr b red@ nudenfs onfiaiod 

2, C|dry the purpos oflh. a.livity 

3. Keep sludcnis on &sk by poviding palhways for h@en 

4, Cldift qpelnio6 ed b@rpoFte ,w.il dd ldboct 

5. Poinl stud.nt s !o wodlry sws 

6. Redue ucEuinly surpri* ed disappoirlrncnl. 

Tlblc:3.10 

n zPD 6 a fnndqt ofth. St&t 

E omoe w.s dolomin d by indcD.idqt Dbblm $lvinB it prcl$l 

Th. bDic ofrhc irsrrwrioMl Dh 

An rcnul ecial situatio n shoM b tn. clss ihbud 

TIF srudent weE .sked lo wiL a bioldesoiplion of 

Ach[tw ' n&Ltn d.scnFion of rlE vi&o clip i 

The teochd will Eld .nd *plain rh. nMdftd l.xt of tnc 

clip h tne studcnls by usirg ihe |ot!l @nnunication 

In. t*hq sk ! rbdd b E d rlE srd.rd d 

h ord.r b dp.nd fi. *nowledg. ofd. $denB rd to 

ddelop rheir E.dina ind kiinA rbilities lh. icehs aks 

the $udenls lo llll whal cle th.y hrvc obwed in lh. 

vids clip. Th.y eF allowd 10 sk oppDpndo {ords 

nom fie bchd or from t ien clss hoGl iftncy nc.d il 

fo rh. .xprssid of dEir felin$ hd dFia6. T1* 

vido co be FDhvd iln€d ais. 

3 P..r rurorinB .s . l@ing kchniqu? h appli€d io exploE 

n.v voc.bulrry by rhe {udenls. The *udenls wer 

.ng!g?'l in u div. ell.b.mlivo lehinc motly in siSn 

lsauBe. -It y fEqucnny asl for n* Nrds b show th. 

mtit.tid for lceim ,nd riciE of$cn obF0rid, 

Th. crch6 f.cilit t6 rhe pne$ by Drcviding 

dsumsoenl ind Fsnive fe.dbr.l. 

The rercher helfi lhe studenls lo mok. siDDle FDtener 

lbour rhe video olip. E Iotu e nad. ro bch El.vrnr 

* .ne shduE .nd 3ynb. Stu&nts e eMmg.d lo 

h.lp oh orh$ ro cold rh. enr.i6 6llabd.liv.ly 

A moE debild d.$ription of tlF vid@ omer8ld 6 fiul 

9l

Vd Dci Suyf (2002) lnes to apply ZPD on plding t.ehing srdesi€s. 

Aqording 10 hid, "The l€mq does lor lcm in islalion, INt€ad leMiDg is slrongly 

innn€md by ecisl inrer@rioN, *hich rakd plG in neeilgtul contexls'. The ole 

of isr.rclioDl @nLnt b&scd or Ed lif. sifiution is mdd for implmoting ZPD. 

Tn e situarioN should not only rcpr€$nr th€ maiclrqn cultu€ but al$ tbe nosl 

comon social pdcties. Only such siilations c& anrad the leamcb and ceaie d 

agenda lor couaboDtive l@ins i! clas. 

Thc pE*nr rtlrdy bDilds or ZPD 6 a tool fd @enilivc developm.nl. Tablc 

3.l0 show how ZPD wa wd to corc.ptudiz lhc ra!!.m oflh. erp.rim€nl- 

Thc Sclstior of Hr|@ Ac.d.ny for EiperiE.nt.tion 

The exp.iinent ws condulcd in the Halm Foudaiion Academy fot the 

Def, Johd ToM, Lrloe. This acadeny ws rl€cled lor a nmbq of ree61 

tiEr, dF D..ag.mr w willinS to do rhe qFrihot wnn n@sary 

suppon. S4ondt thc $h@l @ abov. ave.age in LahoE in l.ms oi ils academic 

standddsi $ird thc sludenl body fairly Ep!.snls th€ populalion of$e study 6 they 

belonged lo middle od lo@ middlc cl$s f@ili6 of the popllation; loutdi Tbe 

clas sia in lhis aodcny @ la.gc @ueh lo do rudon $lelion. 

P(p.drio! of Vidm Ct!. 

The vid@ clips were pEpd€d by cNfully id€llifying important @l life 

sirutions. Ihc dshios for eldtion of Hl lif€ situtions wse hade on thc 

a. nre @l life snurioB @!t!in rcl.vqt @nreot rnd could rcal€ale thc 

'Ite h.dings of situriotu Bould bc cld to lhe l6ers 

Tle situriois covered the v@bul!ry *nrial for dlily 6.. 

92

d. Tte mdings oa the siturions could b€ nrdE explor.d lo tovid€ 

*penehc. for thc leucis, 

'Ilp following ! t E5l life snlatiotu co$iituled th. cont€nl of $e exp.rinenl: 

P*sotul irlehtil!, Htehne ahd clea"lires, EatinE na"nq, Fanily r.ldion, 

Shoppine, Trseling and risits, Ma iage pfrt , llnest on.l medical care, Desth, 

Te.hnologl and li!., lrt.e.ô@l nlatioaha, Rituals, L.w and han.d, Spo.tt, a"a 

The sript ofrhcse sirutions wa wnn h md discussd with lhesh suFflisor 

Amrding lo th€ sipl45 Eal life snudos l,@ filDcd. Oul ofthse l5 b€n clips 

wer€ s.l.ctcd on rhe bais of dFtu opinion by the pa.l ofqFns Th. lisl oftlE 

expens is snacbed as (Appendix H). 

Pilor Tdralg ot vido clipt 

B€fore 6ing thcsc vids clips 6 the tern€n! thcy l{@ pilol tc$ed in rhe 

DeMnent of Sp@ial Educatio. 10 cbeck on their elfeclive.6s. Illh pilol tsring 

wa @ndwled on slud.nls virh hwiDg impaim€nls. The detajl of this pilol Gsring 

On verbal requcsl l4 sludmts oltwo eh@ls a(cnded rbe pilot rcst. 

A sp€.'.11y lFined r@her ttudft Mding &d witing by uing $e vid@ 

InpLne.tilg TrcatD€trl (Vid@ clipc) ro Experib€d.l C.oltt 

L Th. t@hq inlrcdwed lhc ropic vab.lly by wi(ng il on thc bo..d. 

2. Thc vid@ clip of rh. actual silution on lhe lopic was shoM lo lb. $udenB. 

3. Slud€nls werc skcd lo li€w thc clip cdetully. 

4. Thc @her 6ked lhe siMdls to Eite nboui whal |hey had ob*ded in rhe 

9l

5. AffGr Biewing rhe win@ d*dptro6 of rlc $udcnls th. rqch.r sho*td 

th.n ! sredad d*npdon ofthc vid@ clip. Tl'e slqddd d.$tiPtion 6 

rrrucrucd in thre ro fou *nrd..s, 

6. Te&ha ead dd explained lhc i.xl !o lbe sludots in d.r.il by $ing lh. 'totel 

Conhuicslion nethod. 

?. Thc !c&hq sked iic studds ro Frd th. srdddd |ext 

8, ln oder lo expod dE rnowlcdg. ofrhc sudors ard to dcveloP tlrcir Erding 

a.d wilin8 ability, the r@hq .srcd rhe sntd.lts lo t€ll *hal cls dcy had 

obs.Bed in lh€ clip, which ws! not coleted in slmd{d texr 

9. Al this st Se 

p€er lulodng 4 6 lffing t chniq@ wa appli.d lo explore 

Nimm v@bulary oI thc atud4ts- The te&ho Irciliidl€d th. P@ess by 

psvidins d@wgcEor ad posirivc f€d b&t. 

| 0. Th. relchr helped lhe sruddts to ma&e simple et€n6 aboul llE vido clip 

Tl. leach€r rEde special eflons |o t eh El€vel enlenc. sltuctfts dd 

ll.In this com6tion thc stud.lts wt encounged lo nake md coNct fi€ 

s.fim* @llaborariv€ly wilh lhe l@hq helping lhd io d.vcloP s.nlcnes 

wnn cotd 8rud d messry. 

By lollowing lh* insu!.tiod a esion of 15 oinu|s *6 hcld it |ne 

depdtn.nt Es a pan ofpilol 1esl. 

Th. Esulle ofth€ pilot lest clcdly .slablished dDl: 

L The conr€nlof the clips wa v.ry r.lev&l to the stud€nls. 

2. The snution did .ele6te ihc l.u'trg pllr{s. 

l. Th. ptces of l@hing vid€o clips 6 prcpced abovc @!ld be hMsed 

wirbin lnc l€nsd ofcla Friod i

Sol.ctio! oa Er!..io.bl O6ig! (Prc TBGPort TBt Conlrel GnuD n€sigr) 

ExFrin@tal d€sigrs de sd !o.sLiblish a 661 [nr!g. b€twen @B ard 

elfecr on lhe bdis ol @pincal .vidoc.. TlE lrue erp€iim.ital d€signs (Cubell & 

Stanley. 1963) plovidc lobusl nees lo co.nol thc threals lo inlemnl validity ol6e 

experimenl. The expoimeir is iitemauy valid if the obsw€d difd€ncs on 

depend.hr vdiable N a diecl esult of nsipulalion of independent ldiable, hol 

sone olher leiable (Gay, 1992). 

Tbe exleml vaudny efc6 b thc condilioDs thal $e es!l$ de Ceneraliable 

or applicable 10 greups rnd cnviDmdts o sidc ofthc axpennod snine 

For lhis sludy one of thc iruc cxF ihmt l dcsisns, Prelesl-Posn€n Conrol 

Grcup d6ign w6 elecl.d. Thc PEtcal posnd con[ol Sroup dsiS! is bas€d on tso 

goups bolhof *hich ft fomcdby ddon Ni8rtu . Bo$ gtouPsNl6t€dprior 

ro and followirg li.atrnfll (CnPb.ll .t d. 1963; F.l(n, 1958; Fishet, 195 t icay, 192; 

Kirt, 1982i Keppel, 1982; Philliptl9?6) 

Rrliood. aor D6ig! S.lediotr 

!-iteralu€ revis* indicat€s $al silhout co tolling lhe inlemol thdtts 

validity, d experiDolal d.sig! cMot poduce v.lid tnowledge. The rhr€als 

i.t€n.l validily i! prctesl-postlesl contrcl group d.si8n sEh a: hislory. m5tu*tion, 

lesline, iNtlwe.nion, slatistical cgGssion. sel4tioh ed seleclior-naluation 

inlerrcdon de coorolled by conducling pie-tesl, tshdom selection al all levels sd bv 

looihg expenm€nbl grolp dd control Boup 

95 

(Bdlow et al. 1984; Car, 1992r 

A .lelailed dc$ription of @nFol thd M q4isd duins €xp€nnem is give.

ln pcGsr.posti.st contrel greup d$i8r, hislory is ontolled by intodu.irg a 

coflrol grcup, Any hhroricalcv.nr th6t Day.f..r th€ perfoMc. of cxperinol 

!ro!p on pGti.sr eill sinildly afleci thc @Dlrol 8roup. Tbis Pioc€s will oeultalize 

th. ef.ci In rhb wly history is 6i[oll.d by .qualiziog th. condnio.s of 

.xFrih.nt l &d control 8rouP. 

MrNr.rior .rd Tdlilg: 

MdtMrion $d cnirg tl!6ls wrc conttou.d by loming rwo Sroups, lt w.s 

swed lhal oy cbe8.s d!. to matwtion or Brine would simllL.susly llle 

pl&c in dFimntd &d @n$ol8roup. 

ltte insrruhor.lion rhMr w 6ily @nlroll.d by nd$ng fic condilion for 

dE @nl,ol of inrft scsion hislory. Thc !sJ.s.nl M basd on suddf s BpoB 

|o ldid ad Gli.ble inslrun@r srch $ URWT. 

Statistrcal ESrEsion a mr.ll.d by h.ving pEL$ of.xFlincatal !d 

conrol 8Dup. Alrholsh tudom *lc1io. auhe thc cqualig or vei&& of bo$ 

eDups. PE|csl $06 d h.lp in rulins our $c polsibl. .xrEn€ s'€8. Thc 

mdimm ed mininh sEs on pElcst \,@ 17 sd 14 wi$ m.s ud $edard 

deviation 23.53 ed 5.4E Esp€.tivcly. 

Sel4lion ws Dor a thear b.ca$ of Ndonizrioo. Ttu Endon scl4tion 

ws Nmed on d| lcst two 51.!$, fiBl the foftation of two grcuPs ircn the sple 

dd s*ss.nl of lr.aln€nl 10 0!. .xp.ridcntal 8roup. any Possible diff€ene 

beiweo tvo Smups bsa. of difiGnli.l sel4tion h .liDilatld lhDugh 

96

Exp€nEn|al bon lity wd co rolld by havi.g lh. pretesl dd @ntul 

goups, Sioce no subjel bn $e exp{imcn! ftonaliry bemc iftlevm 4 a $Eal 

S.le.liob Irt€nctiotr Mrtlntior: 

Seleclion natulior iote!&lion *6 conlroll.d by conlrollins rulMtion md 

slecdon indeFidenlly as discus&d above 

Rrndob S.l4tiot of lh. S.bPl. 

A smpl€ of30 sludens, l0 each (5 fon.le 6d 5 .ule) fren erade 6, 7, dd 8 

sere slelted rudonly fion a 1o!al of ?0 elud.nb, emlled in tnes lhEe sades of 

tE Hana FoDdation Acldmy fo' th. D.ai Llhot. 

Tlx nve Dale &d fivc fm.lc atudoli with hding impsim€tl of rch gnde 

(toral 15 studdrs) w@ Nisncd |o 4h (cxFrinMlal ed @nEol) ercup mdon v 

The @hplere ptoes of edoFianion s m!d. m the foUowing sreps: 

a. As a fist s|ep a lisl ofall lhc studcft in cls 6$, 7$ rnd 8u oflhe Hana 

Foundfiion Acatlery E obrlincd, 

A nMbd ws si€t)cd to *h nm. in $c |Gr' 

Pap€r slips @ntaining nubcs wc prcpated for t&dom draw 

In oder to dnq 30 sludents (hak and femal4 d a croup 

ien srud€nrs tmm 

each clss *er r.ndonly s.l.cted. File stldob non each cl6s were agen 

selccled r&donly to fom iwo Stoups Ge lhe t ble I ll) 

on lie bdis of above mcniion d wdon sel6lion of studen$, two gtoups 

conpnsing 15 studchls w.E fomed. 

TEotuenl w6 signcd lo on. SrouP 

of a eacb goup is givo bclowl 

or the otha f by nipping a coin The lisl

Ttblc: 3 l l 

@Sr, No Id Cod. CL. GMD 

l----- t 

2 

l 

5 

7 

I l0 

i; 

ll 

l5 

I6 

17 

t3 

I9 

22 

25 

27 

23 

29 

t t0 

tl 

t7 

IE 

26 

21 

35 

l6 

31 

50 

5l 

53 

------7_- 

7"8 

B 

B 

69 

. A slsds for tl|e d(pdim.rd go!p. 

. B skn& for @nrol Sroup 

T.bL 3 12 

R.plk.hqt ln Eq.nndbl Ctu p 

Si No ID cod. CL.r R.!.rb ID Cod. 

I 

2 

27 

34 

HcrD€nicip io in lndi& gud 20 

l0 

Lll6 o foUoeing rm studdE sq! EPL.ld dtreW! ddom elelion lgtin 

in rbc 6r .nd f clas.s (fchsL !did) dlr. ro lheb @.Millbililv fd 0F 

qFimot nenEDh..d cod6 e n@tioicd iD T!bl.l-12. 

s@n an r ln. lFt sq $o lru&nB of rh. dpdi|mr emup lot l@E fo. ! 0 

days fron th€ eh@l duc to then p.iend G{sod.It y 9w rcpl@d bv ttb n4 

9E

3rud.nl3 md rh. pcr.st @ co lu.r.d on thce stu&trk un&r 3imile condrlio.s 6 

dr€ orhca. I* tuw cpl&mnt in thc cxFriGrl grcup w6: 

T.bl.3.l3 

Tvo Repl@ek nts in E pzrinend Arcup 

Si No PBioo.ID Cod. Nd Id.od. S.tet.rl No. Clsl 

41 

The der.il.d dcmoSnphica of $. splc swh at d.8c of h.dirg l6t .sc 

of on5.t of l6s .1c., e sisn 

in (ArD.ndir I). 

R ldoE S.L.do! otTa[.B 

Ttu t.shcB v@ m.lomly *lclcd fioh fou r.clF6 vho wE q!.lifrd lo 

tab thc Urd! 3ub.i4l. O& r*ler v$ tuiontly si8r.d 10 thc @nttol eoup *hilc 

tlE s@nd 6 sisn€d to ttre erpcrimnbl greup. Bo$ wE .xFi@€d f6.le 

lcehs of6. Udu le8ug. in lh. s.fu *h@1. 

lFTdt 

Th. Ud! Rading ed Wntrg Tdl d.Elopcd itr ttis !tudy M u$d i. th. 

To(@nl 

Thc | 5 vido clip6 boscd on rt.l lif. silurion *ith Utdu c{ptioning wE ucd 

b thc dpdin nt l goup s a ftlrlrcni ro !o.h lsditrg sd witiiS sLlk lo tlE 

childtE with hding inplimor for 30 d.y3 'nE @nrol greup w t lgnr slfu 

@ or wirhod the vid@ clip6 viih 6u.l tc!.hing mihod. Thc tcxt &$ribiag 15 

@! life situdons *s laugh by $ing robl cotnnui€iion nclhod Phorclogiql 

!r!l4ss vs slso provid.d duing thc insltuc$on No in.g.s or vid@s wF show 

to thd. Th. @nlbl greup Eembl.d I ltlditional &.f cl6! Mth av.tsgc lcaching 

lg3ding mviremcnr. M.joi.tcp6 of$alrD@t hlvc alEady bh hcnioncd abov. 

Dd.r lhc he.ding of inplcnoting ftltnol for cxFrim.nl 

99

Pdt-Tra 

A Dar 16l w dniliratld .fLr ilpldouing tqtnatt io. l0 d!r!. TIE utdu 

RanlinS !d Wfiiig T.n s u!.d.! tL F.tt6l, 'Ifi tcoG M! @DFrd lo 5.c 

Oc difr.r€dcc on tlF b.!b of posncn by |Mi!8 ind.pcidcnl sd. l-ctts. Sinile 

@hD.dloo *a, nadc ! 6c tim of th. Fri6t to !.c *tElh.r bolh gr@F w.|! 

hohoSc@a o.6G vEi.bL ofintdBl &d th.G w m 3i3td6c{tt dif.tst dilrs 

Nr[ fltpoa!.i, 

Th. followins Dull bypotlBi! 8 r.st d h a nE crFindd deign, it, 

PEcn-Pocld Cdtol Gdp D6ign: 

t0o 

Tha. b m liifot dir@E! on Utdu Rs.litrg r|td writing Tet b.il@ 

tle cxFind|ld .n l @!d grouF,

ChaPter IV 

ANALYSIS OF DATA 

aier Nssms ofcontent validiiy ald admioislering the Urd! Reading dd 

wriling Tesl lo a lE8. suple th. next step vs to evaluslE dt qulity of the lest in 

tems of precisioh ih m.asuing the F fo'fuc. ol lcst lalcB on a continuw of 

ability 6 dehoNtral.d in thc l.st, Th. Urdu Readitg ed Witing Tesl wd 

adninisr€cd b a lege spl. of sixrh, evci$ ed .ighl gta&s studflLs with dd 

sirnoul hedinS idplidcnt bo$ boys ed gidr a d€$nbcd in D. cb"pls lll. TIF 

c .ria *nich wcE ucd fot *ledng eood iths ircludcd a dificulty l€vel bet*6 

o I ro 0.7 &d a discrinislion ind.x rct l.s tnq 0.20. All irem (r ihc dehil of 

$leliotr in dEpt r lll) lhd @uld rct n er tlt *l.clio! @Lda EE ejatd- 

Following th. criLri. 154 good ild from lh. pilot lcsl wc slccled dd six|dn 

Ew itcms wt ddeloFd ed orc ilo wB nodifi.d. h M b.lieved lhal ih. nem 

m€eting the abow m6li@ed cnldi! would fredion c|I*fively in { lagc smPle 

Tlr m.jn putpoF of field adninhualion lo ! ldcc sple 86 10 find our the 

dilleMrial Mdine ed wiing abilitics of childtn with ed withoul heding 

inpaimml. nis would 6lso h.lp 10 .sbblhh a bsclinc of the abililies in lhese 

studenrs. Anolhd reNon 86 lo ev.lulre iest iLms ed s whctbo the lesl wd liee 

fron oy bi6 againsr a ponion of lh. Dopulation s ihat the es!l$ of the tcsl N 

generaliable to enri'c populadon (A6iBi, 19E2, p. 3l ). 

'Ihe smple for fi€ld adminislr.lion ofthc tcsl c@si$ed on 49 (sp*i.l md 

ordiney scnook) in difer€ cities of th. Punjdb. Eflons wcE mde ro *lecr ute 

smple rtudomly lo naje it Bs rQes.nt.tiv. as po$ibl. oflh€ entit population Tbe 

smple of the stude.ts wilb h€sing impdim.tl qs moE thd 8elo of the €nliE 

t0l

population s sll sFcial sh@ls bwi.g Sradcs 6, t ed 8 me slecl€d for the dala 

collecdon fton all najor divisions of th. Puja!. A nch di6ny on inporitt si.l 

attribrs $ch 6 g.nd.r, elhniciiy &d wio Mnomic suha *a found ir rhe smPlc 

d sh@ls v@ distribur€d oll ovs th. P@j!b Povin@. Suh div.Eity n.k6 lnc t n 

@logic.Iy Flevet lo th. popul.lion. 

Sladsdiad tesls @ very h.lptul for clsoom re&h6 in mmPring lhc 

pertomu@ of$e sludenls wilh clcdly d€6ned Pamele6. 

102 

Eforls weE nadc lo 

sl.blhh basic peuereB for eslablhhins ba*line. These ptrmereB e basislly or 

lwo kind$ M@ ste sd sunda.d d.viation oltcsr $06 brcten dom inlo sex dd 

gade level dd the qulig of the t sr in t@s ol iG co6ist tcy and faimess to all lest 

It.D a!.tri! ol th. Fin.l T6t 

Table 4.1, 4.2, 4.1, 4.4, 4.5, ud 4.6 show rhe 6ults of dE ilen mlysis ol 

th€ l7l tuns ofrhe final res( Sepad. a wU a @mbire aElysis for tlE enlie 

sple B made for lhe pon A ord B ofthc i.st. The cril€rion usd ii ihe finol iLD 

dalysis ws simil& lo lhe cril€rid usd in ihc pilot rcst. The ilm ealysis of bolh 

populalions of pan A md B rcflcet d 8@d cliabilitis Reliability for hedin8 

stude.ts (lan A = .92, md fo. Deat = .90) dd in Pan B (HemnC studols = .93, ed 

Deaf = .93). Reliabilities in @mpositc salysis ol the 1386 sM€nls for both pans 

reE (A = .94. B =.98). lt ws nec.ssqy lo mat the selftlion or rejeclloh ofit m in 

$€ linal re$ on the t6is of @npGia dalysis. o'r rhe bais of mmPonle 4dysis 

dE itens 2,4,2r, 35, 38, 54, 58,66, dd 7l fron Pln A (hlving disimimtion l.s 

rh& .25).nd ir.6 2,3,4, 5, snd 39 fiom B Pln 

(wid! tle di$imimtion I€s ths 

.25) w€E ajeted s e@l nem- Th€s ncms could hare ben dopped in nmhcr 

Mlysis, but on tle bdis of niSn rebbilily of thc lcsl &d a polential $cal lo conht

lElidity in drcpping th* 

turth€r analtsis- Alt rcw 

t0l 

irc6, ir w&s d.cid.d ihal all ilem sbould bc ircluded in 

itcm, howv.r, in B p6n of th. t sl wE @pt€d dw to 

lheir god diitrculq md di$nmi@tion indies dd e e0@Ld a bold itds in th€ 

lable 4,6. Thc detail irem ealvss dc D6ened ir table 4,1 io 4.6, 

2 006 

I 059 

t3 0.o 

22 0.30 

25 0.9t 

26 0.86 

32 0.35 

0,25 

0,10 

0.21 

0.17 

0.t0 

0.10 

0_32 

0.3t 

0.21 

0,13 

0t3 

0.22 

0,31 

4.02 

T.ble 4.1 

lkk Andtrsh of Part A (HeoinE gudents) 

Xeliabilitr= 0.92, Ntnb{ ofstud ts: 693 

85.41' 

22.94 

11.69 

71.95 

55.56t 

31.46 

1t.37 

20.20 

0,8? 

lt53 

l.7l 

t7 t2 

ll39 

,.90 

2237 

2t2l 

88.89' 

1.32 

51,95 

9.24 

18.13 

c1.26. 

15.37 

11.85 

10.10 

't_65 

I|.l l 

4.tl 

4.31 

9t,20. 

2a.28. 

12.27 

6!.92. 

l8,l0r 

92.93r 

l].19 

B.7l 

3.51 

3.17 

7.22 

5.19 

4.l3 

25. 

29.t5 

15.21 

l.0l 

31.33i 

3.12 

l0l 

1.33 

11.33 

t.33 

4.13 

0.29 2,31 

1.30 2.39 

I l.3l 7.16

It r Difi,I!4 DiG b.t r Dbt A D!'L D Di.t. C Ditt D Misirr 

5l 

5l 

53 

61 

63 

7l 

t2 

73 

73 

l0 

0.&7 

0.37 

031 

0.92 

t.62 

0.35 

0,34 

0,72 

I 

2 

l 

0.19 

0.3 | 

0,13 

0,2t 

0.25 

0.13 

0.22 

o,l9 

0.21 

0.t2 

0.12 

0. t3 

0.53 

0.31 

0.51 

0.22 

0.t6 

0.36 

0.40 

0.35 

I t.93 

2,02 

3,15 

361 

3.51 

1t.76 

28.a6 

tt,42 

9,38 

2.16 

3t.23' 

2t,54 

29.00 

21.21 

l,6t 

3.03 

10,32 

5,61 

6.3t 

11.72 

19.19 

2.39 

2-11 

3.46 

53.391 

64.25 

40t3 

3.51 

I t_54 

t6.33 

14.72 

831 

12.15r 

lt93 

Tabl.4,2 

Ien ln4lysk Pa B (H.tin9 grd.,ts) 

Nuhber ol9rdentt= 693, Relidbtlity: .9i 

0.87 

0.92 

76.11. 

750 

l.0l 

2.tl 

93.221 

6.78 

2_t1 

4.t1 

t2,12 

2t.93 

86,15. 

2.49 

9.18 

61.621 

l0 to 

3,12 

7.65 

.33 

5.19 

0.1I 

0.21 

0_n 

t.0t 

t.t9 

5.61 

202 

0.41 

0,12 

0,29 

0.29 

0.4) 

0.29 

0.29 

104 

2,02 

2.t6 

1n 

2.02 

2.49 

5.34 

3.61 

t.tl 

r0 68 

7.22 

6.20

105 

lr.r tlfi.dtrh'L: 

3 

t2 

t5 

t7 

l8 

2l 

22 

23 

25 

27 

23 

l0 

ll 

3l 

l5 

16 

37 

33 

5l 

0,89 

0.&) 

0.71 

0,J1 

0.58 

0_51 

0.12 

0.51 

0.61 

0.6t 

0.78 

0.57 

0.86 

0.60 

0,@ 

0.69 

0.81 

0.t3 

0.30 

0-9l 

0.86 

0.E0 

o.1t 

0.61 

0.?9 

0.52 

0.68 

0.66 

0.71 

0.14 

0.21 

o.2a 

o.l5 

0J3 

0.28 

0.23 

0.14 

0_28 

021 

0.22 

o21 

0.t8 

0.37 

0.tl 

0.20 

0.28 

o.26 

0.32 

0.29 

ot7 

025 

olJ 

0.53 

0.53 

OJ? 

0.61 

o.52

I 

7 

l 

3 

t 

l3 

t5 

t7 

0.12 

0,52 

0,t8 

0.50 

0.t6 

l|d D|ftqltyl.dq 

69 

n 

13 

17 

73 

32 

33 

a6 

87 

33 

0.52 

0.52 

0,33 

0.33 

0_16 

0.57 

0_43 

0.58 

0.64 

058 

0.51 

0.55 

o50 

0.21 

0.33 

0_22 

0.14 

0.20 

0.52 

0.51 

0.65 

0,68 

0.61 

0.63 

0.63 

0.61 

0.63 

0.32 

Tablc 4.1 

h.nAnalrsLt Pot A (D.alstu4e s) 

R.liq\hy ofttc T.$= .m trmbq olArde s= 693 

o.29 

0.27 

0,20 

0.55 

030 

0.10 

22 

20 

27 

22 

t0 

u 

22 

21 

2a 

l3 

I3 

22 

\2 

u 

20 

II 

t2 

Dir|. D 

0 

0 

0 

0 

i 

0 

0 

t06 

8 

6 

9 

5 

5

107 

IreD Ditf.lld. Dir{. bd.r Dt4 A Dbr. g DLL c Dic D Mi8i4 

l3 

t9 

2l 

22 

2l 

25 

29 

3l 

t2 

ll 

35 

33 

t9 

5l 

5l 

71 

0.33 

0.24 

013 

0.52 

0.16 

0,22 

061 

0.25 

0.23 

0.55 

0,23 

0.5t 

0zt 

0.tl 

0.63 

0.4t 

0.51 

0.52 

l8 

l3 

ll 

32 

t3 

29 

24 

26 

l9 

l6 

t7 

20 

l9 

2l 

33 

l3 

t5 

I5 

ll 

25 

21 

l3 

22 

33 

26 

20 

32 

t3 

3I 

22 

20 

]ll 

25 

t3 

20 

t7 

z7 

2l 

t4 

t3 

t2 

t2 

ll 

3l 

t7, 

26 

21 

32 

22 

2l 

l3 

301 

3 

22 

23 

;; 

t2 

3l 

t4 

l3 

26 

29 

t7 

t2 

20 

t2 

l3 

0 

0 

6 

l3 

3 

3 

8 

ll 

; 

3 

9 

3 

5 

7 

3 

3 

3 

9 

t2 

3 

t0 

9 

t2 

t2 

ll 

ll 

ll 

t2 

t3 

t3

lb Dill, |td. Dbq bdq DtlA Dirr. B Dtr.C DhD Mira.i 

12 0.31 

2l 

3l' o 

7t 0.lt 0.42 

28 

l2 

30 

a tl 

15 

0.22 

t7 

ll 

30 

3t 

017 

7 

1 

t 

6 

8 

IO 

t2 

l3 

It 

t6 

l3 

20 

2l 

22 

23 

25 

26 

27 

30 

3I 

12 

36 

37 

0.58 

0-68 

o.52 

26 

23 

2l 

20 

27 

29 

2\ 

22 

20 

Tlble 4. 4 

It k A8ltsi.t Pet R (De4&ud.,ilt) 

Reltabitit, of the Tat= AB, NMbet oI ltudents- 693 

0.3 

0,91 

0.3t 

0.83 

0,6n 

0,60 

0.23 

0.23 

0,t3 

0.12 

0_29 

0.t9 

0,25 

022 

0.26 

0.24 

0.t6 

0,25 

0.16 

o.23 

0.16 

0,13 

0.1I 

o.t1 

o.l0 

0.22 

0.12 

021 

0 

0 

6 

0.3, 

0.29 

0.21 

0,29 

0,52 

oJ8 

0_59 

ot6 

0.51 

0.57 

0.36 

0.6, 

0.36 

0.13 

IOE 

\2 

ii 

t2 

t2

109 

llr Utr*t|k 

3t 

,rc 

12 

a3 

45 

,ll 

50 

52 

a 

54 

,6 

5t 

.|| 

6l 

62 

6l 

6! 

6 

61 

6. 

@ 

m 

7l 

1a 

15 

n 

tl 

vt 

to 

,t 

E2 

It 

o2l 

007 

ol3 

ot0 

0t1 

0.or 

0,t1 

olx 

ot0 

olll 

o.lt 

0.05 

o.oe 

0,08 

0.05 

0.1[ 

0,16 

lLlT 

0.@ 

0.01 

0'l}2 

0,00 

oto 

o.lt6 

0.03 

0.lo 

0.05 

0.44 

ooo 

0.00 

0.lx) 

o.lrl 

oot 

0n1 

0r" 

0,01 

oc, 

o.tx, 

0.00 

o.lD 

0 0i) 

otl) 

0,d) 

o.lx) 

o.ot) 

ootl 

0.00 

0.q) 

0,t'o 

or0 

o.r|t 

0.t2 

0.t5 

03' 

0,17 

0,t? 

0.ll 

ot0 

024 

o|l 

ot5 

rLlt 

0.09 

0.t I 

oB 

0,26 

o.2l 

ott5 

0.€ 

0.06 

0.00 

0.ll) 

ott 

o.l0 

rL|l 

0.1I 

0.ll 

0,00 

0.t o 

0.lI) 

0,00 

o.l,l 

o0t 

0.I.t 

olt 

ot2 

0.0tt 

o.llt 

0.|D 

0.00 

0,lxt 

o,lt0 

oJo 

orit 

0,00 

0tro 

oJo 

o,u, 

oilt 

It 

t6 

a7 

al 

t9 

9i,

indics Ih* ncm do ml appoh y nd lhe sicria of. good im tor dl. aur. 

tlEy hrction v.ry well in ce of [@in8 students $ shoM ubt. 4.2. Zro indies 

onD ind'4k l&r or qtlng sbiliry |o respond rhe* il€m b) Lbc deaj sludenr!. 

7 

l 

l2 

r3 

2l 

23 

26 

23 

l0 

]I 

32 

In nue 4.4, th.F @ nubcr ofitcrB Mtb zfu rlisininatior ed dillculry 

0.09 

0.33 

0.35 

0.32 

0.63 

0.32 

0.?l 

0.63 

0.22 

Table 4. 5 

Len Akalrlsx Put A (All Stt.tentl 

Total Sttd.nts= 1386, RelbbnirtoltheT6t= 94 

0.25 

-0.03 

0.14 

0.72 

13.8J 

23.86 

32.90' 

31.59 

J7.31 

r6.09 

32.t2 

l3ll 

431 

21_79 

7.58 

23_10 

32.!2 

t3.69 

2t.9t 

17.39 

t7.10 

t6.02 

21.79 

ta25 

2t.18 

22.58 

11.90 

3l.l9r 

tt_20 

32.13i 

15.58 

15.51 

3.03 

9.U 

32.32 

|l13 

22.94 

20.92 

23 74 

ll.t1 

30.31' 

0,00 

0,t4 

'3.46 

8,59 

ll0 

5.61 

3.95 

6.91 

310 

4.t3 

|l69 

l.0l 

9.38 

413 

3.21

Ir.!q Ditt l.d, Di* I.dd Dlrr. a DLr a Dirt, C Dbr D MLrln! 

5l 

7l 

0.51 

0.65 

0.62 

0,62 

0.63 

0.63 

0.70 

051 

o,76 

0.53 

0.70 

0.30 

-0.11 

0.51 

0.52 

0.68 

078 

r0.32 

u.82 

3_37 

t1.24 

\4.29 

2t.14 

20.42 

30.33 

t6.31 

t6.61 

22.13 

r8.69 

9.33 

1.22 

t3 04 

19.5t 

l3.ll 

t2.84 

t5.95 

l].06 

16,88 

21.71 

'l.30i 20.27 

10.63 

592 

12.12 

20.61 

53.61 

12.34 

25.54 

23.16 

t3.54 

22.58 

2t 02 

22.22 

23.52 

t4.76 

10.82 

10.32 

3.51 

12t2 

I6.31 

11.13 

20.85 

20.t3 

t4.46 

I5.30 

8.10 

t4.t0 

9.16 

rt03 

24.79 

41.271 

9.52 

12.55 

Tsble 4.6 

ten Arullsis oJPart B (All Sttdenx) 

Nunbi ofStu.te t = 1386, R2liability ol tta Teg- 0 98 

2 0.33 

0.33 

4_13 

9.3r 

(),53i 

5.34 

o.22 

0.36 

0.14 

0.22 

0.14 

0.22 

0.22 

lll 

6_20 

6.0,6 

5.61 

6.85 

6,X8 

6.ll 

1.43 

9.18 

395 

9.1 

t0.63 

7,22 

6.11 

9. t6 

3.30 

.33 

938 

9.13 

3.21 

ll04 

1t.62 

t2.27 

39t 

6.78 

't.!6

lt2 

1 

I 

, 

t0 

l2 

ta 

l6 

t7 

ll 

t9 

N 

2l 

u 

6 

2l 

a 

30 

3l 

32 

t1 

3t 

38 

39 

a2 

a5 

47 

4l 

a 50 

JI 

t2 

59 

6o 

o7s 

0,52 

d6. 

o55 

0J8 

057 

0,27 

il!5 

|tt 

0.50 

or9 

04 

0t7 

0.,t6 

0.tr 

0x 

0,5r 

027 

03t 

039 

0s 

0J3 

0,a! 

o53 

0J6 

04 

o56 

0.54 

ora 

0,51 

0r,.2 

037 

0.13 

o.al 

o.r3 

0,4 

035 

0,30 

o..I 

0J8 

0,a6 

oj,r 

0.17 

0,20 

o.3a 

o!5 

0.1 

o,t6 

052 

0.5! 

0Ja 

0,al 

0.6t 

oJa 

0.69 

0J9 

05. 

0.66 

0.15 

oo 

0.tl 

ot1 

o16 

0,49 

0J! 

0,?0 

o.12 

o.n 

0ll 

o,9t 

0.u) 

0.at 

otl 

o'l 

0.17 

4,M 

o.7,6 

ot1 

0.t6 

0.&) 

0.n 

ltI9 

oto 

0.t6 

0r5 

0,7t 

0.46 

0,q) 

oa6 

otl 

0r5 

0Jtt 

o.57 

0.,6 

ot6

63 

32 

3l 

u 

35 

33 

o.u 

0lt 

0.35 

0.t3 

0ll 

0.t2 

0.23 

0.24 

0.29 

0.J2 

0t2 

0.20 

0.23 

0.25 

0.15 

' t he dq.utD aad d,ynnitutio; ;d. 

ont modi|i?d iten are hghtisht.d n r 6 

'tbte 

Conr.do! of Rrr S.oE irlo T-5.06 

081 

0.72 

0.89 

0.39 

0.83 

0.62 

0.67 

0.61 

0.34 

0.82 

059 

tuw $ores wee conven€d ino Z-$orcs &d lhen into t.scoE (M= 50. SD= 

15) befoe using lheh for developing noms. Thh ttusfomarjon hctped in 

nomolizing $e sorc di$ribuion. 

M€.r rd St.!d.d Deyi.iior otth. FinrrT6t 

r'.ble 4.7 cptwltl rhe m.s dd de srhd{d devidlios of lhe Urdu 

Reading md Vriling T6l baed on t-eor€. 

Mertr lnd St idr.d d.vi.tion for D..fci.t! rbd Boyr 

Table 4.7 pese s rhe difemcB in lhe m€d fld srrldard d*iaton oflhe 

boys dd girls with b.&ing iDp.ime ofcl.$ 6, 7 ed E, This m€m md shitard 

|l]

dcvidion ]re calculaled by conr.ninS thc taq $o€ of thc atudctrls inlo z_sot Uu1 

dd th€n !o a t-scorc. A stand.rd valw of SD= 15 ed M= 50 wa latcn lo calculale 

rhc t'$oE. Tte fomutd for c.lculating z.sE ed rsrc w a follows- 

(2. sTDv) + M6 oR (zvdwr l5)+50 

I4 

on th. b6sis of t-eoB, th. m.ar dd ne.Ld dcvi.tion of @h das wd 

calculd.d with refcrenc. b ex ed rnd. lcvcl, 

T.blc 4 7 

Cakula'ion oJ M.an ard Standad D.vption oICId$ 6, '. 3 

o,o,s 

c.H.r. 

B.O.S. 

B.H.t. 

64.!t 

65,10 

4t9l 

12.14 

5.01 

t,5 

5.13 

t.9 

r0.38 

6,2t 

tt 

lo 

31 

30 

G.O S 63.,14 12.2t ]l 

G.H.t. 

B_O.S 

6.H.1. 

G.O.S 1l.44 

G.H.t. 42.88 

B.O.S 70,t1 

a.H.t. 

' G.O S (Onk fis' diniry S.h@b) 

'G H.l. Gnk virh Hdiig |mt im.io 

' a.O.S. (BoF ftum diiny S.hok 

. B H.l. (Bor: with H*nB hprmd) 

C.lcdstion of th. ncb &{t 3irn&!d dcviatiotr of thc girb witb h€ding 

imp.im.nt in ds VI show thll th.ir Fdomde 

]I 

't2 

l0 

31 

28 

33 

89 

87 

6t 

(M= 40 70, SD= 5 01) 6 b€tter 

th& $e dsmlc boye wilh h.dirg inPaireni (M=39 97, SD=5.5) Dlc 

pe.fomde of si s wi0, h@iog inPlim. in cls ? (M= 42.00' SD- 5 13) is 

slislr0y betld lh6 thc boys wilt h.qiry imp.im€ ofs.ds(M=4l.9l SD= 

6.3). IrE Fdommce of $c sift with h@in8 imP.id.or in 8tr cles {M= 42.E8 

SD- 5,9) i3 b.nq ths thc pdfome4 of boys wilb h.sing i6paim.n1 of clss 3

(M= 41 64, SD= 6.21). Ovenll perfomd@ of girls witi hwing inpaim€nl is bcn€r 

thd th. boys of the sm. cl6*s, 

Tb. CoDp.rnor of Me.!t ttrd Slr rrd Dwiilior ol Ordinry S.b@k 

The compdson between Mtus md Stand&d Deviadon of sMlenls wilh 

h.din8 inpaimcntboth g s ed boys rd ofsrud€nrs ofordinary $hools sho* rhal 

Esllr of studoa with hdidg ihpainoi is low rhe rh€ euk of h.siag Fe^ of 

the smc *x od clss. For qmpl. Oc Me4 of eiils vith he&ing iopaimeol (M= 

40.70. SD= 5.01) is lowq thm the mean md of he&ing girh (M= 64.33, SD. 12.44). 

M.m (42.00) dd SD. (5.1t) or sirls wirh hdrin8 inp.imor off cls is lcs rhd 

lhc M6 (68.44) dd sD. (12.21) oIhqine si s of s. cl6. Th€ p.rfo'rue of 

tne girls wid heeing impoimcnr of ctN 8 (M= 42.88 od SD= 5.9) shows lhar il 

vas lower lh& rhe Mes (71 .44) ud SD (9.97) of gnk ofordindy $hooh. 

fte conpoiso! wilhin rhe boys of€lass.s 6, 7 rd 8 aho shows tbe difteEne 

on tbe bais of h@ ord eed,rd daiarion. fte p.rfom&ce of thc boF virh 

h*ins impaime in 6d cl4 k lowe (M= 39.97, sD= j.5) the thc hwins Dees 

(M= 6s.10, sD= I 1.74) of @c ctss. Ite diflercnce in clss 7 shows thar rhe (M= 

4l .93. SF 6.1) of boys wjlh hrjng iEpaimcn n Ls rh& lhe boys of $e ordinary 

$h@ls (M= 67.38, SD= 12.t4). The FrfotMe of lhc 8s cls boys wilh hding 

thpaimcnt (M= 41 .64, SD= 6.21) is aho lowo lhe the hding students of lhc sme 

dss (M= 70 ll, sD= r0 38). 

OveEll th. Frfomecc of Bift virh hceirg iftp.imcil in all cld*s is 

bctter the 6eir @utc4er boys brrt lowr rho rhe h@ing girts of rhe sme gnde. 

And tunher the pcrfomece of rhe bols wilh heuing imp.iment is lower than the 

deaa girb ed lhc heann8 boys of ordin .y schools i. s ctses. 

ll5

S!!!.!t St|.|d.t 

T.blc 4.7 pr.s.nl3 th. lunnly 3Llitlica d|osirS th. trs& srtrdrd 

dryi.ri@, Dininun scoc .nd nainM 906 *hicvd by tt duddt|! of borb 

Irolp. (wirh .d wilholt lailg) by s ,nd E d.. SEh | 3uhn ry iqblc h.lF to 

conFfr mjd sgm4l! of tlE Fpul.lion oi dE bcais of {ri! p.rfoM on th. 

Udu Rc!.li!g &d vdtinS Tcst will .*[ ollE , 

N.rrrc of.h. DhFlb!.i@ d Cc.pdli. SoE .!d Sort of tl. CLr!6 

TIF din ibuloi! of tgl .4o8, .lp.cidly of legc spl6, g@6.Uy 

.pproxirot! | heariiS di'lribmid. H.iring difibuton is t sylmcltiol b.ll tupcd 

.ue. Th. nc{. .nd n.di& in r ha.in8 di!tribuli@ tr! lelr.d !r dE dt6 

bislins ttc b.llsltrpcd .n! i o $o id.nncd slnpc] TIEE b m asidion 

bciwa rhc M.lily of lhc dirtibuton od thc qudity of . l€1. A! t mnq of f*1, 

! nm6 dirtibution $@ yicEt r high.r Elilbility with. Sivcn 3d ortcai n m. 

|l6 

Ebcl (1979) b.li.G lhd "16r @NltEto! *ho point with Fid. [o thc 

b.lutitully mmd diltibudor of sB th!! lkn tcn icld! Dy h. 6in8 ! t l$ 

nlndnd of qudity (!.213)." Rlponils 0r dbrihtion of $d€ vr3 dcsnlbh in 

otdlr to f&ilitd. dE utLr d tt ug of tllc td in hluu|g judgtD.rts .tout !€ Ls 

(lhmc.d, l9EE). 

Trblc 4.8 

chatut |i$i.t dS@E Dijhibttlo$ 

Ch$6 Toal M 8D l\ldbr M.d. $6!6 Klirdit 

6 

1 

265 39,90 5,54 

265 41.93 6.32 

3940 

41.72 

8 265 4t.62 6.2t 4r.0E 

.970 

.439 

.?30 

t.ll 

.031 

t.2t 

Tlblc 4,E !B.n!r nc.r!, E ditrr mo& !t!m* lrd kudo3b ot dE 

cmDorit sE s.t sB ol lhc cl.s tmdy 6, ?, &d E Thc !l4Es k ! 

4l 

38 

37

n6w of 6'1mary of ! disriburioo. wlEn thc ffi @ "railcd oft' in orc 

diBrion, the disr.ibution it sid ro b. slcsed. The slcmcs is ncedivc when th€ 

sor€s @ clust rcd towod the uppq (!ighl) end of lh. cwe ConveMly, lhe 

disnibuiion h posirivcly stcstd if sc e pilqi up 

't rhc low (lcfr) od of th€ 

cufl€. Tablc 4.8 w6 @npiled Eins SPSS eftwe which giv* deere dd dift.tio! 

of lhe *M€ss. A skemss of C0.75) ees lhe soe @ piled up at dic uppq end 

Mrh a &gF of 0.75 wilh a 6nge of -l b + I (0.0 b.inS lrE ak€@ of sleffi) 

(Clds & Sta.ley, 1970, pp.9l-9). nrus the sk€u.$ or rhe t$r ror rhc clss 6 

Eprcent thal the &si ws . bii 6y for this clds. Sm. is the ce for dss 7 (.439) 

Kunosh eprcs.nk rhe p€al€dnes otthe cw., Th. cw. has s ldge kunosis 

whm sp.cad of s@E is lc$ dd sn.ller vahe of st rdatd devition. Thc dhtdbution 

wirh hiSh p.!t or kuriost is callcd Lflokmiq *id! hdins p@t is D.ekfijc, and 

with low lat cwe is call.d pldykunh. A lo.g bilcd distibutio. shos positiv€ 

tunosis whcl% ! flar ropped disr.iblrior indides a rc8adve kunos's. 

|7

I 

rltuF 1,1. Onphical RlpFsldution otscoB of Cle 6 

Thclurostuofchs6r!?iB t{r it i! lliSh{y t.llokutic po.iriEty Cc,Fd 

ed i.diql€ t hdrilg dkrildoo of lh. st (Ftge 4.tl. 

ltE

t 

i' 

Hbbgran 

I|gor. ae C.qbicll RlFe'r.doo of Sor! ofclls ? 

Th. 8.ehicd rcpEsal:tio! of tbc s@r.! in clas 7 !h@ lhd il b n.!.10 

lcFolodic ddherin€dimibdidofit rotB(Fig@4.2). 

l19

Hbtoerrn 

rrslr! 43, CtrFhic.t RlpFsraiion of SclG ofcL$ E 

T!. ti$ogm of clsr E FElt rtrr tbc h!ro,i! L 3tiglrly Botunic .rxl 

slbs . h@ile dirribdion oflhe slr for fic r.rr r.tft (Fi8w 4.3). 

Pat.ldL Rdr aor ConF4- $.ott of Cbt 4 7, rd E 

P@orile lcorcs d thc cmpoliE t.sr by 3.x md gn& arc sivd in t ble 4.9. 

Pd@tlc tut ir ! ruobd rtor indicdB rtc !.rc@tr€c of sB i! lhe stDL 

distdbuiio flning bclow tbc poinr ,t whicl th. gilo $or. ti6. p@dnite .ul6 

Flvid6 e .dditiorl diric io mt j'dgD.dr i! iirsFld!8 tt 9.e of lt rdr 

ur.F. Thcy s bc ud fo! seni!8 ,lrdud! for a pdicub soup d rrll. 

Pdslild e hcbtul b uldqg c@rd$B udg !tuddr. of ditrcr.nr greuD! by 

t20

ing thc Frfotll]l@ of a gtuup 4s ! EfeMe- T.ble 4.9 indiel6 th€ scoEs 

ahieved by sudenb wfi esFcr ro g.nd.r ed gEd.. 

Tlble 4.9,ndisGs rhal rhe sE! rheved bJ lhe h*ing lrd d*r$ldenB 

tc nol sinild to ore 4othr dd $e $oFs &hiev€d by rtE stud€nls wirh h.qing 

inpaimenl @ lower rhs th. s@6 of hcding studors in ordiMy *hool. 

Tabb a 9 

Per.e"tile Ran*J fo the Ur.lt Reading an.l Writing Tst b! Ser and Qmde Led 

S.or Glrtr B.F Dqa D..f ci r Bot: Dal D{.f cirt Aoyr D..f Dot 

Ginr ao}' Gitu EoF Gt.h Bos 

t3 

37 

33 

32 

73 

72 

7l 

62 

58 

95 

9l 

33 

35 

3l 

'13 

62 

tz 

29 

9l 

92 

90 

33 

86 

30 

13 

62 

60 

53 

ll 

27 

23 

t00 

99 

99 

93 

t0o 

93 

33 

72 

63 

33 

27 

2l 

20 

I 

88 

34 

30 

71 

10 

63 

65 

5l 

3! 

23 100 

totl 

98 

93 

93 

gl 

a2 

63 

l6 

!4 

ll 

29 

2t 

20 

l6 

t2 

34 

32 

7l 

5l 

5l 

'17 

36 

t3 

171

56 

5I 

!9 

t3 

t1 

J5 

t4 

l3 

32 

I 

l0 

25 

2 

2 

I ; 

5 

I 2 

o 

8 

I 

n l3 

12 

id 

3 

3 

'l 

2 

2 

I00 

lm 

93 

u 

58 

t2 

l9 

l5 

I 

2 

I 

98 

89 

33 

7I 

25 

r3 

tl 

I 

l7 

l5 

3 

7 

l 

l 

2 

2 

2 

tl 

12 

3 

6 

t 

5 

; 

t 

l 

2 

2 

I 

I 

99 

92 

a7 

3I 

58 

5l 

42 

1 

2 

I 

93 

93 

93 

9I 

81 

85 

43 

ll 

23 

l3 

P.rc. ile R.!rr olct !! 5, 7, & I i. Ordi!.ry Schoob 

Aebb 4,10 shom lhrt rhe $oEs &hiw.d by th€ hq{ing eins dd boys in 

cls 6 e alno$ similr ai 1006, 75s, 50d , dd 256 p.'@I!lca, 

56 

Score Perc.htil.s oJClaN 6 

a 

2 

8 

6 

5 

l 

l 

2 

2 

2 

I 

I 

ll 

5 

! 

2 

2 

5l) 75 

100 

66 

53 73 

I 

I 

7J 88 

'lbble 4.1 I indicals our srce ehieved by the gins ed boys ofclbs 7 b dc 

ordin&y $hmls rc alno$ sme ro q.h orlrr dt 100p, 75u ed 25'F@ndtcs. 

87 

95 

36 

3l 

3l 

72 

55 

5l 

4l 

't7 

22 

3 

2 

t22 

D 

95 

9l 

5o 

33 

3 

6 

5 

l 

2 

I

Howd. 0Fy m slightiy diffcmt a1 5d pd@til.. Th. s6 m .boul ridl& on 

lh€ b6is ofg.nder in clas 7, which showcd lhal lhe lest wN quite 6y for both male 

Ci.ls 

6l 

60 

T.blc 4.1| 

S@re Paqtiles inckas 7 

50ri 

70 

66 

T.ble 4.12 shows $!1 st@st similq s@6 s@ obLi!.d by 8u gade ejrls 

a.d boF sr ?5150m, lnd 25u pcadtiL eith a stishi dilTeMce b€ing found al rhe 

7a 

7E 

S.des P.r..ntiles i. Cl6t I 

Girls 19 

86 

72 

Ovqall the scorcs oblai@d by h.ding srudenrs (both rule od ienah) i! 

dN 6, 7, ed 8 dlet 6.t rhe &sl M sligldy @y. Tne disF8ioi of sres 

indiclca lh.l lh.E ya mt nmb ditrcm. in tI€ perfomdce of th. girls ed boy3 

P.|@l . R trLe ol Clr$ 6, 7, & 8 i! Stai.l ScLmL 

Tabl€ 4.ll shows 6ai $ors otn in€d by the gnk wirh h€&i.g impcim€nr 

&d boy3 wid heei.g ihpaimot in clas 6 de alnosl simild to eeh othd a! the 

75o, 50o , ed 25d pcdndlcs *nib .r th. IOOIh FMntilc ! sligt d|Iclm w6 

79 

89 

9l 

90 

t2J

25rb 

11 

36 

Table 4.13 

Scores P{centihs olthe Deal in Clas 6 

4l 

40 41 

Tabl. 4.14 slDs thar sEe obtained by lhe gnh wilh h{ing impaimcnl 

dd boys in clss ? E. almosl sinils lo .mn o1her ar the 1000, 75d, 5Od ed 25s 

co,wsite 

Cirls 39 

38 

Table 4 14 

in Percertiles oflh. Deaf in ct6s 7 

'cores 

5l,rh 7S 100 

42 

Table 4.15 shows lhal s@rcs obiiined by $e girls &d boys with hesri.g 

ihpaimflr in da 8 e .lnon sinilu to @h olhd sl 100D, ?51 50$ dd 2js 

Girls 

45 

S@rcs in Per.enriles otDeal i, Clus 8 

!5rb 50 15 100 

39 

37 

The $06 obrai.cd by sins ed boys win hc&ing imp6imc in atl cls6 

indi@te lhdt tn€ r.n wa of niddle difiicully level for rh6e srudc s. Howev.r rhe 

scorcs obraioed by stldeiis with hFing impaim€o ofrhe ditrcEnl cl6s6 d. not 

hrch diff@ lo eh orh.r. Th. l.$, h.s" thccfoE, fliled ro dmirc tlE 

45 

56 

59 

60 

6l 

60 

t24

PogEsive @ding snd Fiting abilid6 wnh up*.rd mobilly in gr.de levcl, nr 

major Fe. could b€ thar rhe lev€l of cading ed wirine devdoFd .t sixlh Ead€ 

does not i@t!s wirh $c agc od g.ads due 10 poor t rching. Tlr incrw in ne& 

soE with agc ed smde for n€ring studotl Gabl. 4,7) supp.rir rhis dsdprion, 

P.r.dtil. Rnkr of Boln Gmupr i! Cl.s 6, 7, E 

Tabl€ 4.16 irdical.s thal rhe Frfotue 

125 

of rh. girls Mth h€{ing ihprimor 

is belt€! in class 6 ar the 25ri,50o, & 75o p@entile ss @npacd ro boys bll slighly 

low ar rhe lOOn peEentil.. In cls T lhc Frfomecc oflne g r 6 onpaFd !o 

boys is slighdy lord.! dU F@nilcs, However the perfoftec€ of the Sirls witb 

he&ine impaimcnr od boys is lowcr the th€ girls ord boys of rhe me cls of 

Tic compui$. in cls 7 mong the girls &d boys wirh hcding imp.imenl 

weal.d th.r rh. boys pcrfom stighdy h.n* tbo th. 8ins al rh. 50d, 75$ ard tOOd 

percentile &d lower at 25s percentile. Howeve! rbe cohpuNon mory ne No 

Smnps showc

H,l. Girh 

H.l.Boys 

H.l.Cirls 

H.L Boys 

H@io8 Cirls 

H.t. Gnh 

H.l. Boys 

Table 4.16 

PereeaiL Co"puitorc tn Both Grcqi i" Cl6s 6, 7, & I 

25r! 

56 

37 

58 

36 

6l 

39 

60 

l8 

39 

6' 

31 

6 

66 

40 

10 

6 

74 

72 

orhci things b.ing cq@I, th€ orcnll low p.rfomdc of tbe studenrs eilh 

h.eing implimeni on |he Udu Rading @d W.iling Tdl @y indicare lh.I rhe 

qldity of td.cheG .nd dtcn rehile b fr infqior ro rhfl ofstud.nrs wirlun h.rins 

impaimot, The cgss of this to* qudity €duc.rional slaid.rd Day include 

ireffcqivc rad parsive cuiculm ad d. *ial scgEr.ti@ oflh.* sludcnrs. 

73 

43 

7E 

7a 

77 

19 

45 

EE 

56 

E? 

6l 

89 

59 

9l 

50 

86 

63 

90 

60 

126

Although €aons wr Dadc lo @.suud a test of @ding rd qili.g irdependd of 

at pani.ulir cldiculm, th€ rol€ of curiculm in crealin8 lemi.8 opp.nmitcs cu 

OurcoDB ofloclr Crelp Dl*!r!Ion3 

F&s grcuF discusioN neld .l fou diferenl cni€s indiqted rhal Gsch.rs 

tlD weE leehine Urdu wcrc not iI lacl |{sugc t.achc6 bul wes only using 

t€achirg Eelhods holily r€lier upon Jol€ leming wiihout redlizine ils in- 

efieaiv.rs. fte rsch€'s did mr @lie 6€ crci.l inponlM or 6e Udu 

lmg@ge in building commbicadve conp€t€ne. Ihis ale shoed the poor 

*nsidaniotr of lhe lehc6 toward th. Elional lug@ge, ils e and ib nl€ 6 a 

comnmicadon bol in th€ fwcrional til. oflhe chil.lEn with n€ding inDqime of 

fie @e socicty. Mosl of oEm wee working wilhour O. loowlcdge ol nodeh 

n.thods of l*hing E ding ett nilins stilh. They b.li.vcd $ sF*h 

developneni, Total Conmuicarion, lip rcading, copying fDn rle h@rd ed usc of 

si8n langu!€c rere rhc b.st nelnods of hlglagc d.v.lopnor. Th.y ds bcliev.d 

lhat those childb did not bave tie se lqel of abihies with lmg@g€ like rh.n 

heding pee6 of rhe sc age, gndc &d sex. b-facr, they h€ld s diileent proilc of 

their $udeols. Ihcy vi*d crding sd Miling s . pad ol rheir rcufinc i.sfircdon, 

@lher thm a sp€cially taugh skill. Mosl of lhen respondcd thal thc un"availabilily of 

sudio vi$l ai& 6 a najor esrlicdon lo dw€lop rading.nd wirins skilts dong 

childtn wilh heeine impaifr€nl. Duing rhese dieussions rhe panicipant sug8csred 

thar ficE wa need !o onducr rcfBh* in,sdie @Urs ro inlrodue nodem 

ne$odr of legu,Ae teehing paniculady ro th. dcai TlEy ale popo$d ncw 

lextbmk cooraining picloriol conteDr. Th€y suggcsled ihat in all schoots lhe fi61 

t21

lhree ye8 of $hooling should @nentale on only on th. de!€lopDql of rcading 

ud wilins skills 6ther thm reaching ooH iubjels. 

t28 

Ir w6 notcd thal iidividual ctfoft *E bong nadc at diffemr locarion ro 

inpove lmsuage leaching. Howelcr, lh. inpacl of such elforls is slill 10 be secn on 

fic preie of ldguSe lruhing. Or lre bais of thse di*ussions il would sem 

ihpemtive lo onduct crpdimls b rryout dfre@r ndhods of ldguge lcehins. 

The n€thods ro be experinenled musl b€ b&d on kmwledS. $d €xperiencs oa the 

childrc. wi$ he&ing inpaiment ed this musl be bNed on $cial inremcrion &d the 

Drtr Anlytir of ln. E+orir.nr 

The design and rationale for lh. el€clion of the video clip experinent w6 

disussd in chaptq IU. nE oalysh !d rhe results olthe experine e pre*nled 

hm. TIE min purpGe ol rhis exp.rincnr 6 b try oul, under tnE exp€nncnlsl 

condilios vid@ clippins 6 a new te(hin8 nelhod lo dev.lop reading $d qriling 

skills @ong childcn with h*ing inpaiment in Palisld. This €xFriBenr ws 

@nducled by sel*ring rh€ pe|c$-p6nc$ c@r.ol Sroup d6ign. The Hdfu 

Foundation Ac.deny for lhe De.f w4 eleled for th€ €xp€rim€nl dre lo lrge 

numbcrs of sludenls in lhe 6ri, ?1r sd 8rr' clsss dd il was e6y for E*drchcr lo 

lbm th€ @ntrcl &d crFdne gnups. Following $e sbndard pr$edu€s of 8rcup 

sel*don tlE fiBt pErst oarhe bolh goup w6 condEled, Onc nonrh lr€alnenr w6 

lhen gilo lo bo$ golps sd s posl r.sr w6 h€ld aner lbh lrcatn€.t. Th. detail 

snalrsisolpe ad posr r€sl is describcd belos: 

Alrtlir ol PFT6a 

Table4.l7 sho*s ln m€N dd s|lnddd deviaion ofrhe pE-test. Tablc 4.18 

sbows lnal the csults of Levne\ tesl for equliry of veidces which indicated thar

vdidc6 of rhe two groups w.re iot sieniticmtly dife@r in re.ding (F=3 51, p = 

.071) dd wilins stills (F=0.45 p = J0). Also no ditr€Ene *$ foud in thcir prc. 

tol composire s6E (F=3.38, p = .076). The 6ult5 of ind@sdql smple i"icsr 

showed th.l1herc m no siilicmi dil&Erce bets€s two Med ( = 0.19, dF28, 

p - .84) on rn of Eding, wirirS (F . 144, p = .88) !d rord sr (F .19. p = ,84), 

Tlblc 4.17 

Descriptiw Statistics of &perimntal and Conttul Crctps (Pre T.!) 

srd. 

Tdr Grorp N M D.vl.tior Std.EmrM 

Reading L^pennen@l 15 ll20 4.17 | 07 

Conuol 15 lz.gl 2.82 .72 

wriritrg ExFrinenr.l 15 10.67 4.ll 1.06 

Conml 15 10.41 3.44 0.88 

Composif. Expqimd'al 15 23.1, 6.79 115 

Conbl 15 21.3! l-99 1.0] 

Tablc4,l8 

Indepe"dent sadptes t-Test on Prc-T*t olE ptinental dtul Cokiol Gloup! 

rrloe's Tesi for Equality 

ofvdiea3 nl5l for Equdny of Ms 

F P. I df P (2-l'il.d) 

l.5l .07t .25 2A .80 

0.45 ,50 ,1,14 28 .88 

1.38 ,076 .19 28 .E4 

Th€ above 6uls, $erfoE, indicale lhdt lhft wd no si8niff@t diffc!.he 

in lh. rcoding fld Miting sldlh bcn4o conlrol md cxperiDot l goup on peGst. ln 

129

othd words, rhc cip.rindal dd @nnol Irout 

Rcading and Wriin8 Tc$, 

atrllyrb of P@t-TBt 

I30 

v@ similu in p.rfomffie on Urdu 

Table 4,19 shows the nes ed lLrnd.rd .levisliotu of post1es1. Table 4.20 

shows $e 6ull5 of Latrt lesr fo. .qudny of vdi&es. Il i.di@16 thal th. 

vdjs|@ ofthe le 8rcups m nol silrilicd y difernt in @ding skill (F=1.07, p = 

.09). In Biti.s $. signifi@l diferncc was foud i. vdiec.s (F= a.89, p = 03). 

Siglificdt diillrcne w6 als foud in v&i4€s on tot l *oE (F=1,44, p = ,000). 

rlE esulrs ol i.d.p.nd.nt sbple r-|esr sho*ed 0ta1 rheE ws $i6@l difcMcc 

b.twen two n ds ii relding skills (F 3.21, p = .003, df =28). the esulls al$ 

showed tlBl thec ws a sigillcmt diff.dce in witine skilb (l- 5.3?, P = .000, df= 

2E) .nd conposit $oe ( t= 4.54, p. .000) 

'IrE Esulls indi€le thar thw € sigD6@l diffeltre in thc EadinS skills 

ed wiling skills as weu 6 in omposilc $oe b.twen thc cxP.timenlol ed @nlol 

gbups Tn€ ealysh of pre and posdcst showed tEl the u. of vido clippins w.3 

cfl4tive in le&hing Eading snd wilinS skilk !o childM wnh hdine inpomot 

The null httotidis claiming.o significdt dfdnc bctwd exFdmot2l 

md conbol eroups on posne$ of Urd! R.adirS dd Wridng Tcsl la, d€Efoe, 

rej€cred. Irr video clippile @Ood rm.d to b€ d eff€crive method in 0eehins (du 

Edding dd qiting lo childrb witn h4ing inpoim@1. 

Table 4.21 shos the €fell of ZPD ir.aerent. A Sain s@e of 44 50 in 

readins,4988 in wiiirg dd 15,40 in composne scoc cl.4ly indicale lhat ZPD 

bed lr€ah€nl i.e, video dipping bed instrution hd s$c6sflUy enlHc.d lh. 

I@ing of th€ srldall wirh nai.g imp&mdr wnn lne hclP of po$stul sdnuli 

md tubnng by the rble ps they . 4cd inlo the zne of poxinal developmmt.

Tablc 4.19 

Dewipttve Stathtics olE pqinsntal and Coitrol O.oups (Post Te ) 

l5 

l5 

l5 

l5 

l5 

l5 

M 

57,70 

42.!7 

60.55 

39.53 

59,13 

40.95 

14.88 

10.91 

t2.04 

9.t9 

l2.ll 

2.44 

2.81 

310 

2.17 

9.67 2.49 

T.b|.4.20 

Ind.pe"d."t san*s rTest on P6t-T.s! of Exp.tik nat atd co'nrct Ctu'ps 

3.O1 

4.89 

.09 

.03 

.23 

1,21 

5.17 

4.54 

Enect oIzPD 

1A 

2a 

M SD 

D.20 

57.70 

10.67 

60,55 

2J.13 

59.t3 

4.17 

14.88 

4.\' 

t2,M 

l2. 

P. (2'iailed) 

.003 

.000 

.000 

44.50 

49.88 

35.40 

lll

AdDi.hhlioo ol T.!l i! Lower Cl^k] 

Aier the analysis ofdc cl4ses 6, ?, dd 8, it ws foud ihal ihe M.e of thc 

dcal sMcnls @ still low whd compd.d to th. studols oflh. ordi@y schoob. It 

B difrculr to @mparc lhe pdfofrMc of rtu&nls wii! hwing npdmot with 

irt of h.aile studa s bec.E of tnc hug. drspanty in Du pc- ll wa, 

ficEforc, decided lo rdninistcr the Urd! Rodilg ald Vnring Ten b ordin ry 

nuden$ of .las6 thG, tuu, &d fiv., TIle Esulls indided lhal ihe pc otrMe of 

lb. slud€Drs vilh h@ing impoimor of 6i cl8 B .or sie'lificsdt diff.Fnt fioD 

ihal of the sludenls of class I of thc ordiD.t schools (F 1.48. p - l3). lhc 

p.dommce of studoh wilh h€ding impaimcnl of clFs 7 o. thjs Urdu ReadinS 4d 

wririrg Tesr wa not sigrlilicmtly diffcrcd Aon snrd€nls of ds 4 of ordjndy 

$h@ls (Fl-E35, p =.075)- Th€ Eldi.g .rd Miring skills ofsturLn|s qnh hcai.g 

ihp.inot of cbs eidr w low ths clas 5 or odin'y sh@l(F 2.?2. p = 

.000).'IlE c@p@ien of |)lcs ed !l${ta.d devi.lioN of dNs 6, 7. ed 8 of 

h€ding inpaird dd dNs 3, 4, and 5 of odiDry $hools is givo in idle 4,22. 

r*b 4,22 

Conpafiso" of M aad Stahd*d Devidtions with LNet Cl6es 

GrouD M..! sD , Sir' 

H6ing (lll) 4l_19 9.82 1.48 0.ll 

41.\ 13.42 

Cla lV vt, Clrs VII 

46.06 ll|l o0? 

'.57 

60.07 

5t.60 

t5.t9 

17.6E 

t5.28 

l.8l 

2.12 

.000

Chrpter V 

SUMMARY, CONCLUSIONS, AND 

RfCOMMENDATIONS 

To bs lit€ral€ but b. a prioriry, This exp€Llion alplies lo childrcn with 

n dinS ihp.imdt living in s anhuity. Rc*eb qeals thd tn€ readin8 md 

wiring skills ol childrd wifi h.eing inpdme v@ not lrc lncn heuing pt6, 

&d 6!l $ey lag bebind in then pqfofrde on @di!e and wiling 4 conp&€d lo 

thch hdil8 @ut rprtu. The mjor pu.poF of edEalion for dEs childcn is lo 

dcvclop re.ding ed witing skills lo such e exlenr that lh.y c& eaily use lbese 

skills in their functional life. But ufonoaicly, rh.i. poor rcading md wilin8 stilh 

do not Fdn 

ll3 

rhem tc, erm comuicdtc lh.ir baic lif€ ne€ds prcp€rly to olh.B in a 

@hhunt *hich is not able !o @ siSn legug.. ChildrB wilh h@i4 inpdmc 

f@ this difflculty ml b@@ of lhcir iDn €nl shon@nirg bln ols due lo outdtt€d 

nc$ods ol te&hine in sch@ls. Moy lqch.d al$ have rigtd belieis lhat dese 

childrcn ce hol perfom like lhe heoing pee6 ol theii sme age nd grade. Such 

tninking Eslricls $ese l€&h6leming ofrew melhods. Th€ imbility to use sign 

le8uag€ ceates a comdication sap hwn the ldch€6 ad the t.ugh l.ading lo 

p@r co8nirive developmdl. As a Fsult d& 3tud.nls sith hdiry inPaim.nt rcrc 

not .bl. !o ha|cr basic vocabuldy io dcrclop sding @npehotion dd wi en 

expie$ioi in Urdu. All childten wilh heeng inpaimenl like theit hc&ing p.es 

should be able 1o use radins md qiling skills for $eil basic n*ds ol life 

Unfonumtely, sv€n ane. prolong scbooling lh.y w€r€ nol lilerate enough to m@l 

necds for deir imlioml life. This $udy ra conduded to id.ndry El.vet lsts $al 

could b. $e ttes of their poor dcr.lopmcnl in &ademic atills (elding dd 

snin!). thn sbdy rc slidcd by lhe folloeing qudtio6:

l. 

2. 

3. 

Ce a vslid ud t€liabl€ Urdu R€adi.8 .nd wntins Tcn bc dcv.lopcd fo. 

childrEn with huins inpsim.nl? 

whar w rhc c@al level ol @di!8 ud wiling of childrn wiih hdine 

iDpaimcnl in the Urdu legug. studying in cldses 6m {uolgh 8d? 

Ch pecnlile d*s b€ .Lvelop€d to iner!€t lhe individul eorcs on Urdu 

Reding Md wning T€s1? 

4. Ce vid.o.lippi.g be elldti!.ly us! for l@bjns rsdins od wiring i! 

Urdu lo childEn *nn h€{ing impaimenf 

5. wh.t rccomendaiioE @uld b. made lo imprcve the exhdng rcaching 

Itring poc*s of $e urdu ldguagc? 

Th. fiBt questioo @ &sercd by developing Urdu ReadinS ud wrili.S 

T€$ for t. childcn wjtn hdins imp.iment of clas 6 to 8. To esw€r rhc sond 

qudion fou focs ercup dlsNioB w?rc h.ld ar Rawalpini, LihoE, Mulh, dd 

Fais.l.b.d. The sw€r of lhe lhird question ws given by @tullt el.c0.g @l life 

sirudions dd by pEpding vid@ clips !o be lsed in expenm..lll leaching. The 

bunh queslion ws e$ered by condeting d expqinent by using. Prclest-posiesl 

conrrol goup d.sien. The lndines of .rch $ep l'k n in this cs.$h wc givm 

bclo*, ln fie.nd, Rolmod.tions w.r madc for inprcvdcnl ofrcaching leaming 

Srbn.ry ofTeli Co.ttructiotr Ptu.d!rc 

134 

Thc rcvicw of the lileralw led to e und€slmding ih8t lh. Pocess of 

l&guae. dcvelopmenl in children qi$ hedine inpaiment C llmdt se as in 

hding p..6 bul m.thodr of l@hir8 ce bc dff@nl. As @nparcd lo h.dins 

childro th.y w sicn ld€r4e! !o bst $e code of the onePrs tud! ddEr lho 

the !sih8 $ud. Thoueh fiey nay lollow gramalicar

Beption. Th€ se e.es they produc. do nol r€nel a compehension of concepls in 

Urdu d @mpared lo lh.ir D@s ofsme drc md 8lndc (HM@d & Beo, 2006). 

In lhis sludy eiloris wcrc made to a$Bs rcading md witilg stills of childrcn 

wi$ heeins impaimenl in Urdu. For this purpose . Urdu Reading Md Writing Test 

was developed for the childM wilh h.ding inpaimcnr ofclass 6 ro 8. This lest ws 

d€leloped oi rhe b6h of v@abuldy us€d i. redl lifc situions. In this lest a toIll of 

249 it€ms B@ developed on lh. b6b of Fal liie silutions. Te roms (A and B) 

w prepsr.d b6ed on the* irm. In borh A ed B lom lhe $rutued, Esrriclai 

od liee $ponsc itcns rcrc dcvelop.d. Fom A conpli$d 84 sLuchrcd ed 58 

Fslticled ed fee espoM n m. Fom B compded 50 $ructu€d ed 57 rc$ictd 

and frc. 6pos items. Th. lag.r populadon of lhis ld ffi fi. sludenrs of 6", ?" 

dd 8'g6&s in |he public ed pdv.rc schools fo. tllc hc&ng dd slu& s wirh 

h@ing imFimqt in th. P6jab Pb!'.cc. Both foEi or fic test w@ pilor r4ted- 

'nE quliv of! l€sl depdrds Won $c qudny ofih. iicms il @nlaitr. O.lhe bais oI 

d@jlcd ilem an lysis fom th€ pilor r.sl I 55 itchs we eleted lor thc nial lesl of 

Eldins sd witins. olr 16r booklel wa pcpdd on $c bsis oftw par$ (Pan A 

6 for Eadins dd Pln B I for wiing). A iotal of 8l slruclured ii€Ds w€E 

sl€cled for the Pan A of th. rcsr &d m {crc scletcd fot rhc P&t B. T}e fiml U.du 

Relding &d writng T.sl qs adminhl.cd in 49 sFcisl dd Plblic shooh of 

children Rith ad witlro hedi.g inpaimcot 

Fidirg! of thc T.tt Andyrls 

The Urdu Reading ed Writing T.st @nsistd oflwo pans. Ptrt A oflle tesl 

m developed !o ne6or€ eiding lbilities of$. childc. wilb md wilbout h€ding 

impainenl. Pan B of rhe tcsr ws dev.lopcd to mca@ thc wiling abilities ol lh€ 

both gtolps. Pan A md B wcr Mlyz.d s.pe.l€ly ao! bolh goups dd then a 

ll5

conbine @lysis w6 Dade 10 c.lcularc th. r€liability of the resr 'Ihe diabiliti$ oi 

t€sls de pGdted b.los: 

Rcliability ofth. Tsr (A p6n) for th€ H@ing Stud@is: 0.92 

R.liability ofthe Tsl (B p{n) for the H@ing Sndoll: 0.93 

Reliability ofthe Tesi (A pefl) for rh€ H6ing Inpatud Snrdenls: 0.90 

Rcliability ofthe T.d (B pan) fq de Hcdirg lDpliftd Stud€nls: 0.91 

Reliability ofthe T.sr (A pan) for the All Siudc si0.94 

Reliability of the Tesl (B pan) for lhe All Sludenllr 0.98 

Tb€ findirgs of the test &dFis jn neds od simdatd devialions of dll 

l The nem {d slanddd d€li.tion of gitls wilh h@ing inpaimenl in clGs 6 

weE M=40.70 di SF5,0l whc@ lhe n.s and standard d.viation of 

boys wilh hding inp.imdl wE M = 39-9 4d SF 5.5. 

2. The m€s ad srandlrd dai.tion of gids *ilh h@ing ioFimol in cl6 ? 

weE M=42.00 ed SD=5.1 I whccs Ue nees Md slaldard devialion of 

boys wirh he&ing impaim.nt w.tc M = 4l .93 ed SD= 6 3 

3. Th€ nffi md sla.dard deviadon of Sirb wnh heeing impaimcnt in cl6s 8 

wG M=42.8E md SD=5.9 wher6 thc n es ed slanddd devialion of boys 

wirh h@ing inpoimenl ets M = 41.64 md sD= 6.23. 

4. Th€ !'lem &d s|,.ndnd deviadon of 8nk *ith honng impaincnt in cl6s 6 

werc M=40.70 and SF5.0l {h€6lh. !|t.u.nd srordad dcviation ot 

h@inss s w M = 64.33 &d SD= 12.44. 

5. Th! med dd slardard dwialiotr of gids wilh hcsins iDpajmqt in cla 7 

w@ M-12.00 dd SD=s.I 3 wbeta rh. ncds md sl:.dd devialion of 

heding girh weE M = 68.,14 dd SD= I2.21 . 

136

6. The nffi sd sred.d dcviarion ofSirls wilh hsing inpai@.nt in cless 8 

wft M=42.E8 sd SD-5.9 rtms lhe n@s ed st{.latd ddiation of 

h4ing 8 s w€re M = 71.44 ed SD= 9.97. 

?. TIE '1.s &d 3llddd daaarion of boF -ilh hdins i6p6i@Dt in ds 6 

wde M= 39.9? and SD= 5,5 wh@s lhe n€es ed s$lded devialion 

h@ing bots M- 65.10 &d SD= l l.?4 

8. The mcu &d s!.nddd dcviation of boys with hwing inpaim.tl in clds ? 

w. M= 4l.91 dd SD= 6,1 wbd6 ihe m€ds dd slantkd d.viliion 

h€ding bots M= 67.38 ed SF 12.14 

9. IlE meds ed !Lndard deviaion ofbots *ith heeng inpameir in clss 8 

wd M= 4l.64 drd SIF 6 23 *tE@ th. n.s dd st nd'rd dcvianon 

he@ng boys M- 70.1 I 6d SD= l0 l8 

! O. The htu ad sllddd dcvi.tion of bovs wilh h€{ing iDPaimdl in cla 6 

w€ts M= 19.97 dd SD= 5.5 wh€6 th€ D.s ed st'rddd d'viation 

heding gills M= g3l ed SD= 12.'14 

I L The m.s ed 9,nd!td dcviarion of bovs *ith hding impaim'nl in clN 7 

werc M= 41.93 dd SD- 6 l wh@s! Ue means md $4dard deviaiion 

h{ing girls M= 68.,14 &d SF | 2 21- 

12. Thc ne@ md slddffd devialion of bovs tith h€&ing inPaimenl in clas 8 

weE M=4l.64 ed SD= 5.23 whds dEncN4d st' dddelillid 

heding gi sM=?1.44ed SF99? 

Th. Buelint Psfom'rce 

lJ7 

Thc bslift pcfol]Mc. on d. bsis of m.s dd sbndtrd dcviarion *G

L nr. p.rfoEDace ofgirls with h*ing inpa,rncnt in cla 6 va h.u.r the 

h@iog ,npdEd boys. 

2. Thc pdfo't)1!m of girls with h..nng inpsimnt io ds ? wa b.tler $& 

h.ding imp!ftd boys. 

3. ThGF fom&c. of glk with l6iDg ispdDqt i. dN E w b.nq thd 

h6in8 inpdr.d boys. 

4. Thc Frfome. 

of girb enh h..nn8 inp.rmdl in cls 5 % Mkcdly 

low thd thc hding gift of th. sc chs. 

t. Thc Frfomffc of sirls with hdi.g imFimdt i! claet 7 eis t'lrrcdly 

low tha lh. hdins 8nk 

of thc me ds. 

6. TlF Frfomffi. of girk wirh hdirg ihpoilbsi i! cbse 8 * turedly 

loM tne tn. hg&ing dds of th. srne d6. 

7. TIE Frfomae of boy! *ith lsi.s iDpai@nl in cLs 6 *s D.!lc.Uy 

lo@ th4 thc hding boy3 of tlE slm ds. 

E. Th. Ffotl)lare ofboy! rith hcains imp.imcnl in clN 7 ws rm low' 

9. Th. Frfott)lle 

of boy! *it|l lEuing inpaimcnl in .lN E ws @lrcdly 

loM the thc hding boy! of tlE !.m ds. 

10.'nF F om.e ofbols {i(h hcriDg inpsidncnr ii cla 6 w6 lo*i ihd 

lne h.{in8 Bi r of @. d$. 

II-Tn p.domlee of hdns ihpajltd bor5 ir cl6 ? wa nd*.dly lo*cr 

12. Thc p.{ommc of bor with hding imp.im.nl in clN E ws ale low. 

tho th. h6ing girb. 

138

I L Ovenll the p€rfomece of 8nh 

with heding inp.inent in all cbsss is 

sligltly bener lh6 dei @ut rp.n bots enh h.ri8g iDpoimcnt but loE 

rbd th€ hedng boys dd girh of $e of1h€ sme clases, 

14. Ovdall perfolfue of lhe boyt wi$ h@ine imp.id@t is slidtly low€r 

thd rhe delf girb md ha*edly low.r iha the lirlr ed boys or aU cl6s ot 

P.Mr .Rrll3forCoEp6il.S.odof Cl.s6,t,udE 

ll9 

P.l6tile $orcs on rhe oDposirc tesi by ex sd gEd€ *€re pRpoEd. Tnc 

perfoMcc ol the botl grcups in Frcentilc 

rants wa louod 6 below: 

1 Th. so6 achid.d by th. hding gitls @d boys in cl6s 6 wrc alnosl 

simil&at lo0$, ?5s,50d md 25d p.rotiles. 

2. Thc scoEs &hi.v.d by the sids sd boys ofclNs 7 in d. ordin ty school3 

tr*.lmosl sme rhm al 100o, ?td ed 25s pe@nlil6. Howvd. rhey wts 

sli8htly difercnl ai 50d percendle. 

l. Alnosr sinild $orcs wE oblan d by girb &d boyt in clss 8 al 75", 50", 

dd 25d p.@nlile whels th.E wN a sliehl diffeEnce lound on lOOs 

4. S.oEs oblaincd by fie gins qidr hding inpaimdl std bot3 in clas 6d 

w.e alnost simild lo @h od.r ai 75d, sod &d 25s pe@Dtles wheEd al 

lOOrFrc4tihsliSl drtfeltrc$s loud in *oc 

5 S@rcs obtained by ihc grds vilh hding inp.imc ai bovs in ds 7s 

wde aln$l simild to eeh other ar I oou, ?5$, 5os ed 25u F@tliles 

6. scorcs obbincd by lb€ g s *ili h€ding inpaimenl ed bor in clas 8d 

weE dnd simils 10 @h olh.r al 100d, ?5tr, 50tr .nd 25$ pe@tiles

8. 

llc $06 obraD.d by sirls wit hqils impaitu 6d bors in all dNs 

iodicat. rhal th. ldt M of m.diw dimculty lev€l for $es stud.nts. 

Howve. rhe srcs obiaincd by n ring inplied sndotr of ihe diif.Mt 

clGses w.r€ nol mucn difercnr to eeh other, TIE ren h6, theEfore, failcd lo 

sFsi difirntial achicv@eal iD @ding ed wiiing dc 1o age ed grade 

I.vsl. O.e posiblc .xplanalion ol lhis facl could b. that l.v.l ot ldguge al 

sixth giade dos nor i.cl€s Bith the age ed Edde dle lo p@i leaching The 

irc|le in n6 $6 *iln !3. dd eI?& of hcding nudcnts (Tabl. 4.7) 

clcdly slppons fiis Bsumprion. 

The p.'fo@ of 0r. girls *iih hcdids impaimor is slishdr b€ner in cl6s 

6s et 25$, 5Os, & ?5d percenril. s c@pd.d ro boys bu slislily lowd ar 

l00u p.@nlile. In clss ?s ihc pdfomm@ otlhe gjrls s conpaed ro boys 

is sliehdy low on all FeollB, Ho*wer rhc Frfomscc of lhe girls with 

he&ing impaincnl ed boys is low€r thm the 8nk md boys oilhe smc class 

9. The conpaiien in clas 7 mong the girh wirh heding imprim€nl ed boys 

n wa foud lnal thc boys p€rfom slighdy b€n{ $n ihc girls at 5Ob, 75b sd 

IOO$ FBnlilcs but lower .t 256 Fecotil.. Hoftv.r ue comp{Non 

b€lw..n 0!e iwo g6ups shoeld $al th. hcding sn|dots p€rfon€d bcn€r 

lbo th. hding impaiEd stud@re in U. @. ds ,nd of ffi gdd.r. 

10. The scor€s ofgirls with h€ei.g inpaimot were bener thm the bots in cl6s 

3 on.ll lml Ftqliles and Ener rhal gnk Frfom slighlly h.rtd rh& tlle 

boys wilh h3&in8 inpaiment. WheEd the ercup conpdison o. aU 

FtMtil6 showcd mkdly low perfome@ oI tn Sirls *ith hc&ins 

inpaimdt &d boys $u theii hc&ing pe6. 

140

I L Th€ Fsull of rhe 16l indimld thd the r.$ s6 osy fo. lh€ studots ol 

ordiEy *hmh @mpdEd 10 srudenls with bsing idpaitmen, 

12. Th€ ou.ll low Frfomde of lh. $u&nls Mth b€din8 impaidst on Udu 

Readine ed wririnS Test cledly indiqt€s thal $e qulily of lerches ed 

rh.n tdching G fa infenc !o $ of snddr *idDul h@ing inpain€ - 

'l he causs of this low quality educational stand.rd nay include inefectivc 

and parsive cuiculm .nd sial sgrc8.tion of thce sl]rdeitt. Although 

effois were mede ro conslruct a icsr ofqdiog ud wilin8 indep..denl ofmy 

pdiculd cuiculm, yet thc nl€ of cwiculw in c@ing lming 

opportuities cm hadly be ovd enphdi*d. 

Srdd.ry ofrnc Fcur Grclp Di!@riotrt 

The oalysis of lhe Urdu Reading ed Writins T6t sugg6led lhat children 

wilh h.&ing impaime s wd laa8ing behind $.n beuin8 coulelparu of $e de 

age, grade md sex. Ano fib obwatiotr the Es€dchq decid.d to conducr f@wd 

sNup di$usion ro Ereal rbos a&€.r $ could h.lp ro iddifr lhe plobtms f@cd 

by ilE te$he6 of childr.! with hedinS iDpaiments. To f.cilibte rh* di*usiotu 

lbu mjor cnies such s, R.w.lpindi, MdrrL L.noE srd Faielabad ee *l€red. 

Outcon. ol All Focu Group Di|cusio!! 

The oulconca offi.F di$aioB @ gireo below: 

L Th€ leschcs qho wcE te..hing Urdu wc nol in frc1 efeclivc l$su.ge 

t*h€u heaB th.y h€vily feused upon 'rc& lminS" wilhour Ealizilg 

ils in+fitcliv.ness. An "inBge hehoriation oflhe text minen on rhe board 

trd al$ foud in som. plaes. 

2. The te4hs do nor @lize th€ ihporracd oflh€ Urdu leguge in building 

mmunic.nw compdfte. lhis de showd thc Door siriation of the 

r4l

). 

5. 

8. 

1e&he6 loqdd lbe !.lional lalguge, its us€ ed its Dle 6 a comuication 

nrdiM fd the childra r ! h.aing inpai@nl ro live ind€Fnddtly in the 

M6| ol tic rdhc6 eE mrking wioDut thc knowl€dge of mod€m n thodt 

ofle&hins eading dd widng skills. 

'nE n6r popul& spploahs ircluded Total Comuiqlioq lip Eadirg, 

copyine fbn the bodd, ed ue ofsign leguage for teaching ldguge, 

'It€ tc@h6 ole b.lided thn ile childc. wilh h€sing impsiment did io1 

have lhc sme lercl of abilili€s for l€ming hrgue€ lilc their n€ding p*6 

142 

of lhe se ag.. gr.de ed sd. They actully hcld rery low qp€ralion of 

Most of th€ r€&h6 Eponed $sl audio vhud aids vce nol av.ilebk i. 

*h@ls. Thcy fourd this a @jq Esrricrion to develop F.ding dd miring 

skilh dong children wilh hedinS inpajdent, 

In di$usioN thc plniciponr sugg€sted a.c.d ro @ndwr efe*er in sdice 

coues to inrrcdlcc modm methods of losuse teachins paniculdly to rhe 

They also preposd thar ns l.xtbooks co.bining picbn.l conl€nl should b€ 

dcvelop€d md inat all sheb dealing wirh h@iog impaimefi should 

co.centBte fits1 thrcc t@s of *hmling for th€ developm€nl of reading &d 

wiring skius oDly B$q leachins orh{ subjccts. 

9. lndividual efons @F being h.rL ar diffcEnt l@don to inprcw ldSu.ge 

teching Howver, lhe inper of srch e|folt! is slill lo b. sen on prerjce of 

ldguSe rea.hinS in Patis|.d.

$!DD.ry of rte E4..id.nl 

On tbe bais ofihc lindings oflh..bove mentioned le developm.nt n wG 

desi{bb fioudt 10 coDdrct m €xpcrine 10 nyout , new Fe1hod of lmeuag€ 

lmhing. The nelbods [o bc qFrimot'td, n 6 decid.d to exploir Ue kmwlcdgc 

8d expqi..ce ofchildrcn with hedirg inpaim€nl thrcudr ecial i erelion ed th€ 

Fildingt of th. ErFriE.rl 

The Esults of Lcvene's tesl lor .qulity of vaddcs ahich indicaled thal 

vdiec.s of th€ two gtuups wft.ol si8nifi@{y .hfl.Bt in Eding (F=1.51, p = 

O7l) ed witing skills {F{.45 p = .50). Als no di|Iccmc @ foud in lpn pr 

lest composite eore (F=3 38, p = .0?6) IX€ Esults of independenl suple l-tesl 

showcd $a1ih@ ws io signifi@i dif&rence b€tw@ two Me4 (i = 0,19, dF28, 

p = .84) on tcsl of r€adin& sirilg (F .144, p = .88) drd tor.d se (F .19, p = .E4). 

The abovc Gsults, thftfor, indicate that thcrc wa.o significal difiqence 

in th. rcading and Miling skilh belwcctr control od exp.rine.tal goup on pelesr 

The Bulrs of L.vme's lesr for .qoaliry ofvuid@3 on posn€sr indi6l€s, $ar 

lhe lsliances oflh€ two Sroups de .ol significmtly difleEnt in @din8 skill (F=3.0?. 

p = .09). In wiring rhc sisnjfi@r diff.cne Nd loud in vm.@s (F= a.E9, p = 

.01). Si8nifi@t dlldtu€ 16 sls foud in vdimc6 on robl src (F=1.4. p = 

.000). The resulis of i.depende smple rE$ show.d thal lheE was siSnific&l 

di|Ieane belwo two m.s in @ding slills (F 3.21, p = .003. df =28). The 6ults 

al$ show€d dml thd€ wB a signinc&r dif1itwe in widng sLlls (F 5.17, p = .000, 

dt! 28) dd codposite eores ( t= 4.54, p, .000) 

Th. esulls indicltc thar th€E Fa lignin@l difI.lre i! lh. E.din3 md 

wilin8 skills 6 sU 6 in composiL sc on posn6r 

t4l

Thc dalysis ofprc md po$ test showed thal the ue of vid.o dipping !6 

efeclile h caching Gndin8 ed writins skilh. 

\44 

Conpsi$n of clls 6, ?, rnd E of h€din8 imp6iEd wnh $e n@s oa 

cl$ss 3, 4, 5 of ordindy sludents show no sienificdt difference Espstilely. 

ZPD.ppr@h dhugh virlo clipping nrftd out lo be.tr.live i. dneloping 

rcodins ed milins skills of studcnrs with hding inpaim€nl. Gain scoEs on 

'eadins (44.50), witins (49.88) md @mposile (35.40) w€E ioud a d eidence to 

CoNlBio!g 

Th. followirg onclBios v@ dEM ion thc .lata @llcl.d in lhe ficld by 

Urdu R€ading fld rvnd.g Tcsl. foos group discusjoB, md dFriEdralior 

L Th. Urdu R€adin8 md WnlinS Tst is a valid ed rcliabl. m4@ lor lhc 

s*s$€ of Eading ed wiring slilb dong childter with dd wirhoul 

hding inpaimen studying in clas 6 to 8. 

2. This Urdu R.ldine dd Writing Tcsr h.lps to dififfitial€ rh. 

perfomes of rtc childFn wilh dd widDut h*ing inpaime.r 

siudying acrc$ 6h to 8D.ls6 on ihe bsh ol achic!.mol s@rcs on 

Urdu Reading 3nd Wridng T.sr. 

3. No gehder bias wa fomd in lhe lest s! lhe girh dd boys perlom 

4 Te&hing of loguee in th. $h@ls for the n€ding inp.iftd n6 not al 

th€ sue sldddd 6 conpdr.d 10 lhe rcaching lo ihct hedne p.$. 

Sp@ial rwh.E ale sho*ld a lek of knowl€dg€ lbout t€@hin8 

methodologhs wi$ Fged to lqching in Urd! F.ding and wriring

5, 

6. 

Seportc rcms should bc led lo inr.rprct lh€ Frfolma of rMcnrs 

wilh hedinS inpdmqt on th. Urdu Rending md W.iling T€st. 

This srudy endd wirh a posirivc odcone with the I ol vid@ Clipping 

beiig fourd e clT€dr meth.d fd r@hin! Fading sd MilinS skills lo 

the chil&n wiih heding inpaimot. 

The ZPD appoeh for the devclopn€ of eding od qiiirg b bied in 

lhis study on studds wnh h@ine ihpdmm MoF su

ehievemenr s@rcs on rh. M.sopolirar Achievd€nt T.5l ml€n by studenls 13 !o 2 I 

yes of .g.. Kelly (1995) sirled thlt qlil d@f Eldc6 *hieve l!@.!bl. ldel of 

strt .ric conFt€nce, n is dimcul for $m lo tully capilalia on thcii v@abula.y 

146 

Hmed sd Boo (2006) onduled a sudy in which difiwnl m€lho& ol 

i€adin8 ed triting werc applied b see their conp@live etrecdven s in teaching 

Esding dd Miri.g to slld.nts eilh hding inpain€nl. The mo s@E ot pal4t ol 

l0 $udds wirh heeine inpaimen w 39.?3 wnh a shndanl dcriaioo or ll.4l, 

which is cxlrenel, lou But aftq one monlh's lruhing the posl t€sl n.an sa 55.36 

wirh a sLrdlrd dcvidion of 16.33. lt ddly iadiel.s tb,r stud.nts *w nol 

pGvioNly laught €frrctiv€ly ed th@ w.s a need to apply effective tdchiog m€tho.Ls 

R@no.nd.rioB 

Followine rcconmendalions werc made on tbe bsh of findings of lhis sludy 

L A hssiv€ effon sbould be Dadc to brinB aboul tunda.flt l Efoms in rhc 

2. 

3. 

Mys lrng@ge is laudl ro childe. wi$ hding inpament pariiculdly to 

$os vho srudy in sFcisl $hdls 

Ldguge leach.$ should be eivcn sFcial pre{.(ie 6 w.ll as in{ewicc 

r.dining for €fistiv. Idguge lschirg to childr.o with h@ing impaiment. 

Tb. Urdn Readin8 erd Wdiog T6t my be ed for pocte cElutions e 

thar inefective pogtmhes c& be idenliffed sd inFoved. 

Thc Urdu Rcading .rd WndnS Tcsr sbould b. n[de luilabl. al low osr fot 

individlal dd greup adminislration with s f@s on @nrinuous ihprcvencnt 

oflcai throueh G.eb &dd.v.lopDe &liviti.s.

t47 

5. Th. srsrB of ldgu.g. c&hirg dFuld sl$ bc .v.luted i! otEr Fovioces of 

Pati*.! iD or&r to dlvdo! !.tioa.l nl)|d 

6. tiw sr |@lr drdirl 3hoold D. FE rd imrporadrg lbc @oc.pt of 

vid.o clipping for dlssmn @Bhpti@. 

?. T€.ch.rs stould trt 10 e lhe vid@ .liDpi!8 witl c.ltidinS c ! t@nitrr 

mcthod to dqclop thc Urdu FnlinS .!d wift8 .bilili6 ,tMs clnld@ wiur 

!dir8 iDpatDo . 

8- FurllEr $di.s lhould bG @d|xLd sib ! ltt8. mdc aiz. lo cdnb Ur 

nDdings ofthis shllly.

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T*6,L(09A2)-Epideniolosi.alttud,ofchiltlhlod4tsabilit:Sner/studtin 

Pwjab (Pahista4) irt. n rcNn LslDcr UNICEF/Pujab Prej@r 

Tallot.G. (r99rJ. Beins .teaj: The speti.nce oI.teaJ@t tâdoa. Mqitt 

'DE C()'misor or EdRifion ot t\. D@l (COEDJ. 0989\' TN@ds Equatit: 

Edaution of the Deaf. A e4n b th. Prsid.ni &d CrngB ofrhe Unil€d 

Thonp$n, G. ( 1998). Prot6io, lu specidl ..lucatioMl n.ed! jn Patie@: An 

oP ie,. Edinbugh nr Autlbr. 

Tborbm, M. J., & Chemesby, B , J,

Tumbull, A, P., et al. (1991. trd€pto ndl lir6: Spe.iol education i4 toda! \ vhaob. 

N.w York: MeEill,PEnticc.Hatl. (ERIC Docd€nt ReFoduclion Swie No. 

ED396487). 

Twin, S. (1998). An oal)sis of ihe €frdtivc.ss of f6u goups 6 o nelhod of 

qulilrliv€ data @lletion Mlh Chin sc poPulalion in nusing rcseeh Jourul 

oIAdrqrced NBiks, 26 (X),65+66t. 

UnivcBity of Mach6l€r. Dcptnmdr of Audiology dd Educ{rion of lhe Dcat 

Panel of Experts for the Assessmetrt of Test Vllidity 

L Mr, Muh'lmld Amir Mrlit 

tushra Pof6ei 

M,A. Educ.rio! & M.A. Udu 

Itutitu& ofBlu.ltion dd Reeeh. 

Univeaity ofdr Puj.b, t!hor., Pdisr! 

M,A. Educalion & M.A, Urd! 

Iiilitnc of Edlcdi@ d.l R€grch 

UniBiry ofihc Pujab, t hoF, P.kkrrt 

3, Dr, Z3hid MuirAmir 

Assciat Prcfesst 

Utdu Dcpdhdr 

Uni6iry of rh. Pujob, LaloE, pari$rr 

4, Dr, Au.anSaib Alangi. 

Alsirlc Pref6er 

Unilsiiy ofthc Pejab, LatoF, patjslaD 

t6l

AppendirB. 

Urdu Reading ond Writing Test 

DircctioN lor T6l Adoi ltr.riotr 

Urdu len of Reading ed W.irinS is a cog.ilive paper-Fncil tesl to €slablish 

t. $ud€nr's Eading and witing stilh in Urdu laigu8.. Th€ lesl is nmt for 6' 

rluough 8" gade sndeils including nom.l ed childro wirh honne inpdmenl, 

bolh boys &d girls Td tus aboul 90 oinuts for childM with h*ing itpaimmt 

lnd 45 minutes for nomal childEn of sc .8c sd 8rEd6. 

Prior to th€ T6r Adpinbrndo!: 

Malc sE you have rhe following matnal wilh you: 

. Tesl b@kler for $e te&hd 

. Test bookler for all srldcnts. 

. Black/Blue baU points fo! all studcnls ro conplele fie lesl. 

. wltcb 10 follow the rinc. 

. An anendmce sheel 

Plese b€ fmili& wirh lhe di@dons of rhe t€sl booklet befoE lh€ test 

adminislralion. lt wiU b. helDlul if you li6t conpl.le the ri8]tl side of the lest 

b@U€t s it includes 0E bsic infomalion aboul the slld€nls. 

Ad6i.isr.ri@ tne T6l: 

Disr.ibme the resl b@klets to nud.nrs. Malc sE tha! ach student h6 

Eccived rhe lee boouer, rho sy: 

Op.. yom rdt bootler .d rrii. your mra 

OFn the r€sl bmuet to denonstratc it for the stud€nts. Male sue thll 4ch 

sode.r h6 wiu€n the nde. If all studcn$ h.ve finished, ey: 

Now wnt.lboutyolr"t.r", Aho uc tlo 3igo ir childr$ sirn h4ring 

intrirDetrr do mt follow your diretioot. But b€ c.rcful lbtl 3igbt *ill noi be 

us.d rs usreB bec.lsc lh€ Duryose oltlit let i! ro rss$ rhe @ding rnd 

sririrs skilb. Thdd 3igns {ill only bc $ed to clo$ lhe di.etiors lo Ddsrsrrnd 

ChNk ro male sE thal lhe studcnts has fouowed lbe dddons Then say: 

Now rrite your clss rnd school nrn., 

Mat sw thal all the stu.lenrs havc complct d all lhe tlenographic inlomation lt 

No* bovc to tn€ 3rnple qu6rio!. R..d tn. quBtion .trd shm th. ooc 

hdr circlcd .uwei Abo dcnolltnrc rh. d.dplc qlBtior or tn bo.rd if 

Slop hre ad 6k" is thet &y qu.slior how !o cncb th. 'nswer nf, rh€ resr 

boolde, A6w€r tne quesrios md then p@e.d: 

Nos mov€ b rbe rd b@kl.L lbi! l6t bookLt ba t{o p.n!. riBl P.n i! 

for rhe re.dirg rld eeobd lor lbc rritiry tot. rinl p{r {A' bs 8l qucslioot 

rnd.ll qu6tiors trc ba.d oo Drltidcchoie ilcN. om option is con€ct in 

siven three or four distr.clers. You h.vc lo circl€ "ny otu oflhen Tso circl0s in 

onc qlestion will be credit o! *rotrg on$er, You htve ro onpler. thb Prr or 

lhetelr iD 4s minorec, After rhir prn you will b€ sNen 10 ninules b*&. 

Make suE that au the students have conprehended lhe insrucrions. Now 

nolc to second pan ofd€ lest booklct 

164

Prn "8" tas m qu.llio.r Tt€!. qu.dlon! rre b.ssd or d.sle line or 

shorl 6riy type .!scrs. I! (|ilr p..t your follo*ibg *rtti4 rkllh will be 

. tlor n..lly lhe word! rre wridon wilb corrsct rpellinsr 

. To sh.r extctrt lh€ conecl ^.riencer gnnn.r lc uscd l. tbe scnr€lces md 

. Lyourn.itiog is intelligibl€ or noi, 

For thb pfit you will b. givcn 45 oioutc!. There rre torrl l7l iteDs itr rbis 

tsr booklet, Yo! hrv. to .ohplctc lb. ted bookld itr rpo sillings. You 

ould rNr€rrll of rhe quetlon! h tbc given rine p€.iod. Try ro rNwer 

ev€ry qu6iion. Re.d c.r.frlly . quictly lo n.ci lh.lin..lfyou rr. 

rdrbl.lo rnsw.rr qu.stio!, ikip itud ptu..d ro rhe rsiqu6tion. No{ 

you Dry stln your rsi 

Pemil ile sludenit sullicie dm (90 minlles 1o children wi$ dd sithoul 

h@ine impdmcnt.Wrn thc rinc h up rnd $c s$denfs finisbed rbfl sayl 

B. sur., yorr .rw.d .F circl.d rd you [.v€ wnder clqrb b.for. you 

b.ve lumed th. rd booLl.t b.forc you L.v.. Tn.rk you for your @opcnrior 

Collor rhe tcsr bootlels. M.tc sr lhlr you havc @Ualed sll $e len 

b@kleis wiih ihe circulat d ancndee shccr. 

Note CIN or subjer t eh6 ofchildm with h6ins ibpaimcnt will not 

adnini$er inis tesi bu dE hircd ed t$iNd sD.ci.l edurion reeh€E wirh the 

Estrhcr will apply th. l€sl ir speial and B.n dl sh@k.

DEPARTMENT OF SPECIAL EDUCATION 

Soi,nii ift:khJr Resc]rch lllsiil Lrte 

t.rniver.ry il Inc !!nrnb oraid'c Azri Cri,p!tr, 1-.il,nir 

Plft M!, :0424230211.9cs3t5 mdl dirdiid-pl8yridM 

cot{, Dqf & D.fetirc Hein8 H4b sch.ol fo! aoys, 

S!tj.d- F,dl Arlttuweto!&dt tt,/,lte 6a frdntf.n 

Mn Hu|le Bno o A.isrd Prof@.!d. tn. D du&d or$n D.96rttEl 

i.ted to @ndel Aesl of Uldu Ratt'!8 ed Writ'b8 to cLe Vl, VII dd Vll Thb 16r 

wil b. qlrninilro.d in you !ch@l on 02-l-2006 .t 9:00 h lhtrp. 

t muld pprsi.r. it if )$ 

!d!.oy .lbt nt ro tdDjdlla dF l! r to cl|6 6, 7 

You coopsalioi, in lhk 88tr4 will highlv b€ E pEoill'd

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Sr. 

List ofP{rticiprting Schools io Field Test 

c.!1. DcaI ed Defenve H6ns sch@I, Ano4 

2 C,orl. Oirls Hi 

l coM. Sch@l for Hqnng Inpaited childrcn, Bilsl ToM, 

ffi 

5 

9 

to 

ll 

t2 

l3 

l4 

l5 

l6 

t1 

l8 

l9 

n 

2l 

22 

23 

Nil 

diilEid$trot roirhc uoyr. ctqbq! 

sb!!!!P!L- 

Coq. Schoolfor Hcmg lhp&Ed Childnn Sheil'huDura 

189 

Isffi.Ul.Nisd S.hool lot D€f, Faisalabad 

ctrls sr@rh4 Schoololsp4ial Ldhation.l asaltbad 

60{-. 

coil3iifi6 s"t'.ot oisp""iat Eduarioi(Bovt fo' Hee'ng 

lhDlied, F&ehb.d 

GiilEjGi H,sh schol, Jinn n cobnv' Fah'labad 

'-coq. 

hbd Mod.l c, s Hld!9b9LIj!94!4,19!43!4 

Fed.dl Co!1 Chohcron SPeid ( dt rlorHdng InparB 

GFsdrot tor ttq'ioe Irnpsi'td (Bovs+ sd9' club R@d' 

RaliD Yd Kho 

Irigrr s"troot hr soyt, Mul'r-tmdpu, Ldawrla R hin 

--cot 

Y{ Khu 

Cor1. Oi.ls Hid Schml, Low ln@nc s.n€re No r' uu6nanelob.l. 

R.Y.Khd 

S.rrodbt 

I Co!l. DesISchool, Sdeodha 

fi::.n".h.n F.d.'d con. sch@l Sqsodha 

col1. C.nFal Mod.l sch@l lor Bovs s.r8pdra 

Dffil;Got) sp""ial ea@tion c@r€' Johdabad 

Khsh. 

Dd-u-r-rsren(rruuro,c!4aila!!9l99!-!!!E!I!.!!!!!!ab 

Olor. - .- 

Co{. S@n&d Sch@l of SDeial L{saron ld }l@8 

lmDsitd Oko 

Co\a. bl@ia Hirh School,N.wcampE ukdr 

co"1 schmr ror tlE E4JlsEl4Dq-

Nil 

Nil 

Gou S.h@l for Dc.f&d D.fc.tirc ChildFn, Gujml 

25 Fcdcil Sp.cili EducJio[ CcDt . tor Boy!" tu9+llmhod 

26 Go\a. bbn.bld S.lool for Bo!s, O{'/3, bl@bad 

21 Gor'l. S.h@l for Hding ltnpsrnd childt a s*u cMp, 

2E Gow I d + Seonday School fo! Speial Ed@tion (H. 

InpriFd), Sari$d 

29 Cou. Girk Hida S.cddlry Sch@|, Fa&d Toh, $hiwd 

l0 Govt. Conpr.hcBirc HiSlt sch@l for aoyt F.F.d ToM. 

ll Co( Def sd D.fetivc S.h@j, Gu8D$€|. 

J2 N.tioNl Sch@l for 0r D.d, S.n lit ToM, Ousmwd. 

Covl. M.T. Hid Schol for Boys, Cu8tuwb 

l4 P6ls cdt r fd D.dchildFr L.IFE 

shrliM speirl EdErtio Cok tor dc Hdnr lmpliFd, 

t6 Gor'l. D.rfrld Dcfcct,v. Hieh S.h@I, Chubu$, Lshod 

31 Hma Foulddio Ac.ddv for tb. D..I, ,oh{ ToM, Llnm 

l8 Cola. S@d!ry Hirh Sch@l lor D.!nBot!), Gulbcr*" bnm 

l9 OoM. Ci'ls Hirl Sch@lToushiD. kl6 

40 Gort Hiri.r S@nd.!w &hool for Bot!, Llhc 

AI -Khrn SDcci.l Eduio S.h@l(NcO), Multd 

42 Gofl.Hiin Sch@l for Hc&iis lnpdtld Cnk" Mdrs 

4l cov1 School of Spcid Etluc.lio{H.lmp.iEd),Shah-Rurne- 

Govl' Net LLm Hirh Scltul for Boys, Mllun 

45 Coq. q s HisD S.h@l,No.I, Nsw& Sh.r , Mulran 

Oovr. Dcsf dd D.f.ctt Hdins Sch@I, Kau 

Oovl. SBiil Edw.tion cdr.r for Ddl KhdDur 

NiI 

48 Suli.n b.h M.rk ?. SDeid EdNarion Cdk, S.d.r Jheg 

49 Gst. El@nr.ry School $r.lir. ToM, ,nau 

190

Fau GFrpDnrslb! 

GUIDEIJIES'IOT MODEf,AIOA 

In ini! fo* soup disusid .fons Mll be Mdc to u!.fold tLe dislins 

lehilg Fa.ii6 of $G tdh.B of studeds with h@i!C iopqi't@t 

B.foF @vi.e a!.d bdc c s@ @h c@idadiN *bic! w h. t€li iD bild 

vbjlc @rdudirg focs goD dil.6ior 

. Th. go9 sill E..r fq lboll 90 nitur6, 

. TIF soup vill @rt i! 6re ro.ig!r lrii.ipo s 

. odly Lneugc (Urdu) l.ebas oI rlu.kd|3 wirb h.dirg inpaim@t wiu 

plnioilol i! ltF di5oaid bascd on poportio@E EpEe ltion ofg@der, 

qp@ac., qudiflc.li@ .trd loq!6. 

. Q!61ioB sill bc odcEd n@ go@l io sFcific eeding to l}c ntul 

|9!ia! ro uiltaio rh. i.LEd ott FniciD&ti 

llF rlgEta eill b. th. boddtd .!d r r*eb sistd eill LL lh. Fr6 of 

di$Bion fq in d@lh .ollsis ofr!. dis..@ .t ! Lcr c4! 

Followitrg will bc opoine r!@16 b.lN e*ins dE qestdtu. 

. th"rk you lor slaing sre ol yM rlublc iise io sl'e you dFnm.s wilh 

. W. *ill hoDr rou ti@ ty orrhg s@ thd w fiDilb ou tdl wiibi! tdt 90 

. ldcardutins.rtgEldef.diffi of vi&oclitP|lgnrclliladdinS 

ud sidig stilk t ohild.E eil! hailg iE eE@t 

. Do yd rild ifw audio/vftLo raF lhi3 fd ou @td!? v. will not sh.G lb. 

rrp€s hu eydc. 

. B.foE w sa.n di@$id brieny iftodu@ y@ s.ds&ning nm lt. risl sid. 

. A p{t of lhis sludy r.qEE tlE! ra.lirg rlhods $.d by r,. tabd6 i! rhc 

obatus of &rfctftna s[.old b. Efold.d ltmuA! ! disw bed on 

. od eforu vilt nor bcs ey tlir ifyou do .ot dtiv.ly lGticipde in t 

di$ion ed ro1 snline 10 sh{. yN cxp€ridce wilh olh.B. 

. Arl inflm.tion w. @[.ct is @fiddrial, I hopc lbb *ill holp to q€I 6!clt. 

. Ary quBlio b.for w sert? 

. B. sW.rcry@ dsB&d 6rdpl.& rb. intoE rior d $. sigr W 3!d drd 

inrrodrd cl orha.

Report of Focus Gmup Discussion rt Rrwslpindi 

on l4-l-005 

F cilftaror: HMm Buo 

Di$si@ @ shn.d *ih rh€ Firidon from $c Holy Qua. Followjne 

patlicipsB were Fesdr in the discusion, 

PtufcsrDr, Abdul H!h..d,Ch.id!4 D.porh ofspeial EdN.tion pinicip6Gd a a 

sFciql tu€sl lo obs€F. thc dieEsion 

Sir Std Ac..lery(Spdirl Edoqtio.) Rrr.lpbdi 

2 B.Ed /14 Ed. Sp(bl Education 

l B.Ed. /I D.//M.Ed. Speid Educarion 

Hsu A..ddr (SFiil Eduodor) R|*rlpidi 

2 

CovL S.[ool for Hqrtlg hpriEd, Sr.!, R"rrlpirdi 

B.A./T.D. 

2 B.A',D, 

Gorr Spel.lEd{c.llo! C6te. for H..ritrg lEpi.!d, H-9, LhDrb.d 

2 

M.A. lslmic StudieJ Diplomr in Aibic 

Di$ssion m hcld urdd the followinA agdda to ufold difi.renl l€ehi.8 

nelhods $.d by ites t sh6 ed fo. t.ehing Fatling sd wiling ptoblms they 

wm focing duing dEii tcehins. 

Coni.rllD ud ruhclio.t 

Ir wa generally iolizd lbat rh. syllabB is @l sr.nd{diad md il v&i6 

fron sch@l to eh@l for rh. childrer wirh heajng iDpaimdt, Tlcy poi ed out th.r 

192

den major mphasis is or the conpleio. of the co6e enent in d giri rin€ Bthd 

da 10 develop mDFen Nion ofcach @nccpl or @nienl. They ale r.is.d $e issw 

dEl cuiculh is nor in liB witb $c cuiculm tor nmd child!.n. It ha no 

Elarionship with lh.n p@tical lilc, TlEy e .llored to oodiry dy pfi of rhe 

godl cutul$ 4oding to thch ce or nsd of the child. No corsidenlioG de 

given lo dev.lop or hie sp.cialisl r.&hs for t€&hlng of Urdu ldguge. The 

pdri.ip&ts fcX rh.t teching ofEnglhh l$guee is e.sy $ 6np€nd ro t aching 

Urdu ldgugc pbb.bly b@e ofdif.El pslcholin8lisrics. No speific losEee 

insfialioN de foUowed by th€d duing tlFir re.cning lo d€v.lop Urdu Eldine md 

wilioS skills mong childM with hding inpaimenl. some populd llElegies such 

d slory leding, ue ofndativ. naididl or .Falive witing werc eported by the 

As rhe mjor f€E of fie es*rcb.r M b unfold lhe cxbling icahing nelhods 

of lhe teaches of childrcn wilh hesinS inpaim€nl, following mcthods qet reponed 

by $ese le chcrs i. rhe di$6sion: 

Coping iion lle rhite hoard. 

Us. of total connuicaion 

U$ ofsigr leguagc wilh lah card 

I-ip qdinc 

Per ub;ng(only cport.d by on. $h@l t sh6 !o ehc .xl€nD 

U* of lif. md pFctical exp€ncnccs of lhe $lddll (only Eponed bt onc 

l9l

Mosl offie r@hes weE nol alre of @y Bodem nelhod snch I *hole 

le8u8. mstruction. €xplicit code @phsis insfuction, int€Snlion ofwhole ed 

explicil code ophais imrrucrioE or TVA n€rhod which @uld help lo dclelop 

tunctionol colmunic.lion (in @eplivc dd expresive mode) skills i. childreh wi$ 

A,V. Aidr or lrlrnction.l Mirerirl 

During dieusion il B mrd rhll no$ of rhc t eh6 w@ Nilg n.sh 

cdds, chsns md bla.k board s Eachirg aid duins then instruclions. Mosr of tncn 

nenlio..d non avail.bility of modd audio visual aids lit 1V,, v.C,R, V.C_D., 

Mdtim.di4 activiiy bed books, b6al icad€rs, etc. io Oen en@F. 

ln discussioh sooe poblem wcF reponed by the teechcn wbicb crate 

hurdl.s for dEn ro develop lesu.gc or tsldine ed siting sldth uonB fie chitdren 

wilh hwjrg inpaifr€nl. SoD. ofd€€ probleDs se r@orred below: 

. Adninhfttiv. pessuc is lo covct rhe co .nl Brher rhd ro dcvctop rhe 

comprehc6ion in childrcn. 

. No sland..d cuiculw is qvailable for O. childrd ,[ funher creare the 

prcbl€ns in d.veloping de knowlcdge in hwina inp.iEd childEn like tn. 

nomal counler pans. 

. Delay.d adnisiou in the eh@ls ofcliktln wilh hding inpaiment 

peludes rhc lmguage developmen in childrcn as lhcy had pd*d rhe 

lMgug€ d.velopbot shg. witlEul dy lcMitrs dd @nc+r fomario., G 

retoned by reach.rs 

t94

The llschcs wrc no1 snsitivc to thc pbbl€ns th€y wcrc faing in t mhing 

Urdu legugc. Th.y emed very stisficd with whal they wcrc doing in clMms 

douen lhcy t@w the linitalioB of0cir Glchines. TIE inpo.t ot n.w knowledg. on 

lheip@ri.eqadlhoslnorexisrc .Th.ttldnioNinellerivcmcthodsof t€aching 

Urdu were taicn $ gr&led. Then lqchiig, thd€for, ws noi prcbl.natic, nE 

d€siE 10 led moE lo imprcve w4 d!i.d oul. 

Di$Nsion €rdd *it! th. rctds of thuls to tb€ pani.ipanrs by the 

Report of tr'ocus Discussior Held st Multatr, on 07-012005 

Flcitibtor ElDn BDo 

This discNion v3 strt d witb rh. @illrion of som Holy Q'm ves. A 

fomal rhd*s ws sid ro all panicipdl!. Speial thants wc for thoe who 

DarliciDared in this discNsion liom Khandal nd SarliMl, t !€r on f&ilibtor 

desnbed thc .ll guidelin6 of di$usion to pdlicipDts. 

FoUowing cFcl-.ble Lachqs ioh diff@l $hmls *d p!!gl !t this di$Nion. 

Gorr. D.rl School fo. Boy& Sb.h Rrt-!+ Alrn Colooy, Mul.n 

sycd Milldam Jaltui! M.A. Educarion/B Ed] T.D. 

F.A./ C.T. 

a.A./B,Ed./T.D. 

Corr. D..f.nd Deaqrivr Hig! School lor Girb. B.hrrColony. Mullro 

B.A./T.D. 

t9t

2 B.A./I.D 

Co( Hisber S@nd.ry Sch@|, for Dai SdiBal 

l B.A./T.D. 

2 

Coq Schml for D€f, Khscwal 

This di$Esion wa held undcr following lEBpeliv.si 

The pdnicipsts expt$ed 6eir e-stisfction on the exislor cuiculm 

tluSh in rn. cl$tums, ss il w nor stmddd hd no pE€ric5l uriliry kno*l.dge 

wilh Efdencc lo lives ol fi. chjldien wiih h@ing impaimol. Tc4hm said $at 

ln.G should be ody oE cuicdu for dll rhe irnn ioE. T@h6 felr . gcar 

pEssre lbr @mplelion of pr.erib€d curicdm 10 develop conpFheosion in 

srodcrrs. Il E.le fe! dat ftm€ndoB pF$@ on rh€ l4h.N M ro complere rte 

eontenv cMicllM in allocated dn€ ra$er to develop lhe conprbension in $ese 

sndcnls. I w6 rls oha.rycd dEt lqch6 w@ nol qualified in Urdu ldrgu8€ and 

the. a€ .o slbj.cl sp{ialists available io lhese i.slitutions, It ws als explorcd that 

l.lching of Englhh lsgug. I 4y 3 compaEd lo Udu lmguge tu rhc cl6s 

rooms as Urdu denedr applicolion ofdots qhich is nol Equired in Enelish. lt eas 

ale Edized thal l@heB \,ft rying to d.velop vqb.l or rcu|€ ltuing Etbe dd 

udenhding of rhe co.c.pts. Ir 16 realized that reehets wdc ralins lhe delayed 

.dhi$ioa ofiic studenls 6 ! ae ofpoor ldsu.ge lbililies in d6e childEn 

GFcially FadinS ed witing skills. A! .xpaie@d t6her suSg.sled thar h@ins 

t96

impaircd dude s should b€ sot to incl$irc ening ro dcvclop c.ding 

compehensioned eipressivewiting. 

The prdicipads .xpFsd th. nad lo iDpmv€ reahing nelhods in tne 

schools a il very few lcachd wqe uio8 the fl6h cdds, charts or nodels ro dev€lop 

rne udmiardin8 of@nepis with th€ir vcdsl insuEtiotu. Spqh d*elophent w6 

deerib.d 6 the nosl ihporldt ledilg b@aw eud avends is EquiFd ro 

dcve lop concep$ in srudcnk. Tolal conm uni cali on w6 als menl ion€d s q tcchniq ue 

of iNtndior. h wa ale obsry€d th.t pc4 lnbnng, vhole leguge iNrruction or 

dy oth.r modm n€lhods wE @t loud i. p@li@ by lh.$ Leh6. 

AudloVi !l Atu r! lmtrucrioul Toob 

Audio lisul lids or iBtrrDlioml malerial is always helptul lo dcvelop 

comcp|l ad @mui€tion slills in childrd witl h€ding impaimdt. 

Unlonuot€ly. in discu$ion ir @ foud thar the l&ility of audio visul aids w not 

ovailable in Dost of th. sch@ls whi.h ws d @s ol poor t &hing ol tbc racheG 

dd w*l l€oiry of lh. stud€nts. 

Firdins! 

The findinss of lhis nelirg wrc nol very nucb dilf€rchl fron lhe dieussjon 

h.ld sl tuwalpindi. Mo$ ol|he rea.h€6 g@ mr Ealizing thcir laull hr $c poor 

educ.tion of their sodcots dd EE bluins for non av5ilabiliry of sldddd 

cbiculD for tneir Gtudots) u-stisf&lory perfollm@. They w not inr.rcsred 

|(l improre th€ lflg@8e skills. The, rool $e @dilg .rd wiring 6 m iBttuction 

Eth€! tnm a stiU. This foa beliefof|hc teached m bdically b*oning. barier 

a a r.shioted @nnuicadon ir childrn with hdirg inpaimenr ed 10 lcs 

@dins md wiliry skills. 

t97

Dieurion sdcd with th. *otd! ofthadr lo .ll plnicip.nrs. 

R€port of Focus Dkcussiod lleld rt L.bore, on 24{9-2005 

F&tllhtor: HuD.r.A!.o 

Di$Nion m s|.n d wirhthc Eit lio! tm Hory Qlm. The hciliraror 

welcomed lhe panicipdli dd d€$dbcd the enidclin s lor th. discwsion. 

Following rehc6 tom di tr@ $h6b *ftpr$ d this o.*ior 

SiNo. 

ErtrE Foood.llolr Acddt aor at. DaL Job.r TNn, L.boE 

I 

2 B.AJB.Ed/T D. 

covr. Derr .!d D.feriv. Hqrils sci;l ro. Bori c;ib;tit taarh;i 

2 S'il3i Muhsnnud Shahd M.A. Uild M.Ed. Special 

Itrmt.r fourd.tlon Acrd.oy for ln. D.rLCulbcrC, Lrborc 

I B.A,/T,D, 

2 

l 

Ioponllt lisl i8hrs ofdis di*sio. 4 gis bctov: 

The greup di$6*d vdiou prebltu includirA Miculm ofddf chitdrEn 

like othet both goups. The l.ach€s wcrc oplinislic for rhe acadcmic s w.tt a 

ln'gu!8. abililie of tle chjldrtr. h E ltlniicd in rhc di$6im thar rhc* chitdrh 

cm lcm like th. normal vith popo an nioo, h w6 dl$ explored tnar exisrins 

198

cuiculm is @t nltnS thc ba*cr !€.ds offie $iery a mosr ofue lcahcE 

lesen€d ln. criculw without obseFing the seq@nce dd relariomhjp of lhc 

info@ation, edich sho{s the seladon oflhc s.tenr &cordi.g ro e6e of Eacbeu. 

Thal tusly loss th. placdcal imp.cr of the ledr cwi@lm by dr$ childrs. h 

was tound dEt n is .or $e faull oflhe childEn ifthey d. wirhout legua€c abihies 

or cMol express but mosl oflhe t@hs vce not awe wilh €fr*tire teehing. 

Th€ plnicipanc 9@ ukins rbe Edirg ed Miiing 6 Oe iGtmrion orhr ds the 

comnuication skiU. It wss .lso discus*d that if ealy threc yees of schooling of 

ihes childm @uld be fixed only for r.lding ed qiing sldU developftnr dlons 

tirh 6 l&guage 6w F$q the b .xtcnd rhe Micdm in b sn b *vo subjels 

in the classs by rn€ admi.hlEtio., rbcE hay b. reneksbl. inpovenent in lh€ 

childFn. Bu1 drill of rc.dine ad wiring ws .okd !o b. noF iDporlarl in this 

E8ard. lt w$ di$usd thd pictorial cuicllM wB kmM lo te noE efletive wy 

ro dc!.lop expEssive stilh, It wa als @lired that lack ofbome anentoo and l6s 

life expenqc also pcludcs the Eading md Mitiig devclopnml in th.$ childro 

6 conped 10 nomal childrEr lat of rhc sigrs or sc sisns for e nny 

voabul&y honepls ws foud s solbd hurdle ro d€v.lop fdcrionat eading md 

wilin8 ltills in lb* cliLlEn. T@hing of English ws fourd ear s @DpaFd ro 

r.&hin8 of U.du legrEge. 

Followins @hnutatbn lehniqu* wilh verbd inrliDlioro tr@ foud in 

ptutic. by rne lachcB of childrEn wih h.eing impaimnl in dE €lN6l 

. Tolal @nnuication 

Sign l{guSe with oEl Delnod 

Copyine Aon thc while or bLct bo*d 

t99

. Sp@n developm.nl 

It ws found thal hosl of the iqche6 wd uing $e bleL b@rd 6 e 

in$rcdonal mrcdal. One terchd bld thai h. wd DWh sueesnn witb a child to 

delelop Mdine ed eiting with appli€tion of picl@s. Nolhing re obsened in 

reli&e of (nodem) .lecltonic or pdni (nuBlive madal) nedi5. 

. fek of langnaee te&hero 

. Lek of slordsrd siCN for U.du v@bul.ry 

. tsk ofhome .nendon md parcnt s cooF dion wil|) tehe6 

. No FovisioN 

oaaudio visurl Dalenab in de $h@ls 

. Non availability ofsr.nd.4t csiculm 

. Tlm€ndoE o elrqs on t !.h6 10 onplctc thc coltcit ir ervo 

to develop leeuse &d coftmuicaion abilities in thee childFr 

. Shon tinc alloetion(3s minur.9 for the @nc.pt buldir8 

tiDe mlh€r 

nouen fie t&h€s wre noi sp4ialiad ii the lmguge subj.cls but w€t€ 

o ininic for lhe cbildrent aad@ic skills. Thc l.&h4 expr€sed rhen concem for 

l&k of kmwledge for rh€ speillc n.tho& of legug€ d€vclopDdt 6 they had no 

idd ho* to B h@ir8 ai& itr i$lrFlio.s lrd ils inpacr in lh. lming of th€ 

childrEn. N€€d ofa srsrdsdiz.d logsg. csiculu M fcll lo dw€lop Eadins dd 

wirilg slills in wly de ye6 of$hmling r bd ine io lach nx to Fvcn 

subj4$. Again English leaching ws loud 6icr ihe ie&hing of Udu languge. 

Feilny ofaudio visual lidr u not povided by 0E adlDinisiration bul a presu€ on 

200

t€eheB ws f.ll ro complete th€ @urc co .nt wilhour dy u&ist nding in childEn 

Repo of Focus Discussion Hcld rt F.is.hbrd, on 1,t03- 

2006 

F4iul.loi HuE.n Btdo 

Dieu$ion $rned Lon the tloly Que. The f&iliiaior wel@m€d rhe sll 

particip6n rnd d.*nb€d th€ di$usion guid.liles 10 all oflhcB. 

Following plnicipuls wr pllgr ar rhis @abn, 

Gorr. De.f .d d.'idn. Hqrilg (GirL), Popl6 Colotry, FrL.hb.d 

2 

Govt. Dol.!d lr.Ldivc Horilg School tor B.yr, Tu.l*.L BiCi ct.., Fri..l.b.d 

B.A./I,D. 

M.A. Ed@1ior/ M.Ed. 

rr|aD-!l-NL.n .sdeEy lor th. Daf, f.ir.Lb.d 

Di$sion h.ld e@.ding ro following !gend!: 

B.A-l T.D/ M.Ed. Spei.l 

B.A/I.D. 

B,A,/T.D, 

B.A./8. Ed. 

As oh.R.d in Oe di$ssion daimun lmche6 BeE on lhe opinion that 

c@icllm is nol lhc sme lite rhe nomal children ed il should b.lhe me, it was 

als @lizld th.t fic ofcEd cuiculm k lcngthy &d n should b. lhon 6 @np6Ed 

201

to nomal childter. Mct ollhe teachd *@ nol tn€ leguage leach€E ed ale s.E 

nol awde with difier laBudg€ m.tbo& lo !e&h theh s not€d by the facilirator, It 

was also holed thal leebes eE not tuUy .wde wilh the gramd of rbe ligns md 

we nissing the sig6 for 0!. Urdu sight qord' It M ale nol€d ild ndimm 

i@hc6 wrc btinS ds66s s a €e of ls pding rnd wiling .bililie mong 

the childrs. l'licb E6 tunlq cEling curiculm c@pEnsioo prcblms in 

th€h? No aft.nlion B pajd by lhc$ tc.cheB on the Crimnd .bihy of th.e 

childFn 6 i wd Ealized 1ha lh@ childcn ould not nak€ gmtical entcnc€s 

du. lo $eir shon nmory dd no abilily of lhkning. Lrck of teacheas i.diridual 

atleolioh o lhese childen ,le creat! lhe problen ofcompehdsion of $e coiftnt 6 

nol.d in ihe di$ssion. Ii w also B.lizcd rhn it is eat for th€ childe. wirh wly 

.ec lo utd6llnd tbe @nicnl c @hpqr.d to lhe elder stud.nis or studoB who g.r 

ln. l{. ldmission. Tbe h.ililalor rle nord thar leelr6 B@ @r sing fie @npl.l. 

sirns of a *ird.e in the cl6ses. 

Following lcmhing l{hriqus pith dilterenl m.thods weE in pEclice ds 

ufold€d in th€ disusion. 

Tolal @mmuicaiioi wi$ lat@ ncthod 

U* of cns. 0asn cardi ed modcls 

Sign lagu2ge !o $re .xl6l 

Speific to sercral apprcmn ( brc.I doM of omplele words in to paft) 

. Bldck board Miting ed copy iioh il 

202

203 

In Uris discusion it w mted thd host of thc r*h6 we uing lhe h.lpine 

natdial i. th€ir iostrucrions wh 6 fl&in cards, nodels, picturca, black holrd bul 

non. or llem he.tiorcd se of ey el€cEonic m€dio like VC& T.v., vCD. 

Mlltimedis. elc. which als rtleLd the ron avaiLbiht of fice cquiFnmrs in rhe 

ln discusio. sone prcbhms were reporled by the leacheF Rhich weE lhe cause 

of l6s loguee or relding lrd {iiing stilb mong $e cbildEo wnh h@ing 

impaiment. Some oflhes probleN e Eponed b.low: 

Non availabifty of $arddd cwiculu 

. No prcvieion ol ludio visurl aids 

. t&k of leeho'3 inr.6l and nodwrion 

. ljck of field visiLs io inctts th. experiocc, ofd€ clnldrcn 

. h. .dmisiotr ofth. cbildrq h rhe $h@h 

. Non @operarive bchlvior ofth. peds 

Ir w6 foud in rhe disclssioo rhrt tEech.s we€ *irhoul ey la.Suge 

sp..irlry d kll d w@ ml al,@ qith th€ r€qunEd me0Dds of @ding &d qnins 

d.v.lopoenl in these childEn. Mosr of then weE raking th. deofness.s a les 

tldin8 and wiiting aliliiy in th* chjldFn, Shon hdory or ler @eniljon (which 

is wong F ccptioh by rhcs r.rch6) w6 the b6ic E6on of l&gu8c defomiry of 

thc* childre!, They EE not *6iliv. for iocliomt Eadirg sd mirins skjlh of 

tlcs cnn&rn a they 9@ $yins dEl 0Ey @ undcBbrd lh. conc.pr in sisns which 

EE again wnhoul oy perfccdon. Total comunicadon w4 thc besl wat !o develop

t!. t!.dirs ed wililrg.ljll! i! lh6. c.bik!!d Eh th.n lh. ctjfira wr! wilhoot 

ey r.lding ed exprerlivc witing s @ted by th€ facililalor in the disusion, Non 

.vaihbili9 of tlE !E

Panel of Erperts for VNlidatior of Video Clipg 

t. Di. N4n-Udd- Di! 

Asecille Prcf.r$t 

I$tinn€ ofEducrion ed Ars.$l! 

Co6al UnivcBily, 

Dq! bo{il KhIr P*ilro 

2, Dr, Nairs.ltm 

AsirIlnt Prcf.ls 

D.pdiedt of SFcial E(llrc{rion 

U.i@iry of lh. K.Irni, Itu!.bi, P.list n 

l. Mr. Shrlid Mrhn@d 

Inslilule ofEducaiion &d Reseh, 

Uoivsity of6. Pujlb, rrho|!, P.tiira 

205

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