Abstract
This paper reports on the findings of a case study investigating the effects of peer-assisted reading in relation to learners identified with mild hearing impairment included in South African general education settings. These learners are often confronted with considerable challenges in developing proficient reading skills, which are crucial for curriculum access. In this study, peers with no hearing loss assisted learners with hearing impairment in reading activities to enhance their reading proficiency. The study involved two female educators and 15 learners in Grade 8 presenting with hearing impairment. The study employed a case study design, with data gathered through direct observation in the classroom and unstructured interviews conducted with teachers. Findings reveal that learners with hearing impairment benefited from the assistance provided by their hearing peers during reading activities. Additionally, the teachers reported that the strategy was advantageous for both the learners with hearing impairment and their hearing counterparts. The study concludes that engaging hearing peers in supporting learners with hearing impairments is an effective strategy for developing reading proficiency.
Keywords
hearing impairment, inclusive education, learners, mainstream classroom, peer-assisted reading
ORCID Identifiers
Gaone Molapisi: https://orcid.org/0000-0001-8814-3169
Nareadi Phasha: https://orcid.org/0000-0002-4763-2668
DOI
10.5038/2577-509X.10.1.1473
Recommended Citation
Molapisi, G., & Phasha, N. (2026). Effects of peer-assisted reading to enhance reading proficiency for learners with mild hearing impairment included in a South African mainstream classroom. Journal of Global Education and Research, 10(1), 44-59. https://www.doi.org/10.5038/2577-509X.10.1.1473
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
