Sun. May 16th, 2021


INTRODUCTION
Reading has a unique position in the education of the hearing impaired children. On the one hand, only through literacy can hearing impaired child share in the linguistic experiences of the society at large without perceptual distortion. On the other hand, hearing impaired children usually understand little from reading based on the simple fact that reading for hearing children builds on the language development that precedes school entry, while for the hearing impaired, reading is often either a means of language introduction or a quick follow—up to a new language (Maxwell, 1986). Reading is widely recognized as one of the most important, yet most difficult skills for hearing impaired children to develop (Umolu and
Bison, 1987). For pre—lingually, profoundly hearing impaired children, reading can open the door to all knowledge and experiences that are denied to them in other ways. It sometimes may be their only means for keeping in touch with events, culture and everyday events of their lives (Ewoldt, 1983). With all these, educators and researchers repeatedly report that there is a lack of reading proficiency among hearing impaired children. It is against the will of this background that this paper intends to give the reading teacher a brief background of who the hearing impaired child is, and his unique reading problems. In addition a new approach to reading for the hearing impaired will be outlined and suggested.