The Impact of Hearing Loss Timing and Parental Involvement on Reading Comprehension Abilities of Hearing Impaired Students in Oyo Town

The Impact of Hearing Loss Timing and Parental Involvement on Reading Comprehension Abilities of Hearing Impaired Students in Oyo Town

Yekinni Opeyemi Muitu, Ekanem Idara Joy, Eguavoen Great Osamende, Boluwatife Oluwasegun, Amusan Stella Oluwatoyin, Alaka Sadia Abiodun, Akinlolu Abosede Motunrayo

Federal College of Education (Special) Oyo, Oyo State, Nigeria

DOI: https://dx.doi.org/10.47772/IJRISS.2024.8080143

Received: 29 July 2024; Accepted: 03 August 2024; Published: 06 September 2024

ABSTRACT

This empirical study investigates the influence of the onset of hearing loss and parental involvement on the reading comprehension of students with hearing impairment in Oyo Town, Nigeria. Using a mixed-method approach, the research explores the relationships between the age of onset of hearing loss, the degree of parental involvement in educational activities, and the reading comprehension abilities of affected students. The study incorporates recent references and contemporary theories to situate the findings within the broader context of educational psychology and special education. Data were collected from a sample of 200 students with hearing impairment, their parents, and teachers through: surveys, interviews, and standardized reading comprehension tests. Statistical analysis revealed that students with early-onset hearing loss scored an average of 15% lower on reading comprehension tests compared to their peers with later-onset hearing loss. However, students with high levels of parental involvement showed an improvement of up to 20% in reading comprehension scores compared to those with low parental involvement. The results indicate that early-onset hearing loss significantly impacts reading comprehension, but high levels of parental involvement can mitigate some of these effects. The study concludes with recommendations for educators and policymakers to enhance the educational outcomes for students with hearing impairments.

INTRODUCTION

Background of the Study

Hearing impairment is a significant disability that affects communication and educational outcomes, with approximately 466 million people worldwide experiencing hearing loss (World Health Organization, 2021). In Oyo town, Nigeria, there is a growing need to understand how the onset of hearing loss and parental involvement impact the reading comprehension abilities of students with hearing impairments. This study aims to fill this gap by providing empirical evidence and practical recommendations.

Education is a fundamental right and a crucial element in personal and societal development. For students with disabilities, including those with hearing impairments, achieving academic success requires tailored educational strategies and supports (United Nations, 2015). Reading comprehension, a vital component of academic achievement, is particularly challenging for students with hearing impairments (Wagner et al., 2016). This study examines the influence of the onset of hearing loss and parental involvement on the reading comprehension of students with hearing impairments in Oyo town, Nigeria.

Hearing impairment significantly affects an individual’s ability to perceive auditory information, leading to difficulties in language acquisition, communication, and learning (Ching et al., 2018). The impact of hearing impairment on education is multifaceted, with students facing challenges in developing phonological awareness, vocabulary acquisition, syntax, and pragmatic language skills (Cruickshank et al., 2015). The age at which hearing loss occurs plays a significant role in the development of language and literacy skills, with early-onset hearing loss potentially having a more significant impact on reading abilities (Sharma et al., 2020).

Parental involvement is a critical factor influencing academic success, with high levels of involvement associated with better academic outcomes, including improved reading comprehension (Jeynes, 2016). Parents who are actively involved in their child’s education can advocate for necessary resources and accommodations, support language development at home, and collaborate with educators to ensure consistent and effective learning strategies (Hornby & Lafleur, 2016).

Despite various educational interventions, students with hearing impairments in Oyo town continue to face challenges in reading comprehension. This study investigates whether the age of onset of hearing loss and the level of parental involvement play critical roles in these students’ reading achievements.

The academic trajectory of students with hearing impairments presents a unique set of challenges that are compounded by factors such as the onset of hearing loss and the level of parental involvement. In Oyo town, Nigeria, these challenges are particularly pronounced due to systemic inadequacies and socio-cultural dynamics that affect the delivery of special education services. Despite global advancements in understanding and supporting students with disabilities, there remains a significant gap in the educational attainment of students with hearing impairments, particularly in areas critical to academic success, such as reading comprehension.

Reading comprehension is foundational to academic success and lifelong learning. It involves not only decoding text but also understanding, interpreting, and integrating information. For students with hearing impairments, developing reading comprehension skills is often a formidable task. This difficulty stems from several interrelated factors, including delayed language development, limited phonological awareness, and challenges in accessing instructional content delivered through auditory means. Consequently, students with hearing impairments often lag behind their hearing peers in reading comprehension, which affects their overall academic performance and future opportunities.

The onset of hearing loss is a critical determinant of the extent of these challenges. Hearing loss that occurs pre-lingually—before the acquisition of spoken language—poses significant hurdles for language development. Children with pre-lingual hearing loss often experience delays in acquiring vocabulary, understanding syntax, and developing phonological awareness, all of which are crucial for reading comprehension. Without early and effective intervention, these children face persistent difficulties in academic environments where literacy is essential. On the other hand, post-lingual hearing loss, which occurs after language acquisition, might have a less severe impact on foundational language skills. However, these students still face significant barriers, particularly in maintaining and advancing their language skills in environments that may not be adequately supportive.

Parental involvement is another critical factor influencing the educational outcomes of students with hearing impairments. Research consistently shows that active parental involvement can significantly enhance academic performance, including reading comprehension. For students with hearing impairments, parental involvement can take many forms: advocating for appropriate educational services and accommodations, providing a language-rich environment at home, engaging in interactive reading activities, and offering emotional and motivational support. However, the extent and effectiveness of parental involvement are often influenced by parents’ understanding of their child’s needs, their ability to access resources, and their interaction with educators and the broader educational system.

In the context of Oyo town, the educational challenges for students with hearing impairments are exacerbated by several systemic issues. Schools often lack the necessary resources and trained personnel to provide effective support. There is a shortage of specialized instructional materials, assistive technologies, and trained teachers who can address the unique needs of students with hearing impairments. Furthermore, cultural attitudes towards disability can influence the level of support and inclusion these students receive. In some cases, stigma and misconceptions about hearing impairment can lead to social isolation and reduced educational opportunities, further hindering the academic progress of these students.

The interplay between the onset of hearing loss and parental involvement adds another layer of complexity to the educational challenges faced by students with hearing impairments. While early-onset hearing loss can severely disrupt language acquisition and subsequent reading comprehension, high levels of parental involvement can mitigate some of these effects by providing consistent support and advocating for necessary resources. Conversely, inadequate parental involvement can exacerbate the difficulties associated with hearing loss, leading to poorer educational outcomes.

Existing research on the education of students with hearing impairments has predominantly focused on broad educational challenges and general strategies for support. However, there is a need for more detailed investigations into specific factors such as the onset of hearing loss and the role of parental involvement. Understanding how these factors interact to influence reading comprehension can provide more nuanced insights and inform the development of targeted interventions.

The Nigerian educational context, particularly in regions like Oyo town, presents unique challenges and opportunities that must be considered. Research in this context is limited, and much of the existing literature is based on studies conducted in different cultural and socio-economic settings. There is a pressing need for research that addresses the specific conditions and challenges present in Oyo town to develop relevant and effective educational strategies.

Statement of the Problem

The development of reading comprehension skills in students with hearing impairments is a critical area of educational research. In Oyo Town, the relationship between the timing of hearing loss and the level of parental involvement in the education of hearing-impaired students is not well understood. Previous studies suggest that early identification of hearing loss and active parental participation can significantly influence academic outcomes. However, the specific impact on reading comprehension abilities among hearing-impaired students in this region remains unclear.

This study aims to investigate how the timing of hearing loss (whether congenital or acquired) and the degree of parental involvement affect the reading comprehension abilities of hearing-impaired students in Oyo Town. Understanding these relationships is essential for developing effective educational strategies and support systems tailored to the needs of these students. The findings of this research will provide valuable insights for educators, parents, and policymakers to enhance the academic performance and overall well-being of hearing-impaired students in the community.

Objectives of the Study

1. To determine the impact of early-onset hearing loss on reading comprehension.
2. To assess the role of parental involvement in the educational outcomes of students with hearing impairments.
3. To explore the interaction between onset of hearing loss and parental involvement in shaping reading comprehension.

Research Questions

1. How does early-onset hearing loss affect reading comprehension in students with hearing impairments?
2. What is the role of parental involvement in the reading comprehension of these students?
3. How do these factors interact to influence reading comprehension?

Significance of the Study

This study sheds light on the educational challenges faced by students with hearing impairments, offering insights for educators, parents, and policymakers to develop targeted interventions that enhance reading comprehension. By bridging critical gaps in existing research, this study aims to provide practical insights for stakeholders to support students with hearing impairments and contribute to the broader goal of educational equity and inclusion.

The findings of this study have the potential to inform and transform educational practices, policies, and parental engagement strategies. Educators and school administrators can benefit from a nuanced understanding of how the onset of hearing loss impacts reading comprehension, while parents can be empowered to support their children’s literacy development. Moreover, policymakers can use the research findings to advocate for more inclusive educational policies and practices.

Ultimately, this study has the potential to drive significant changes in how educational services for students with hearing impairments are structured and funded, leading to a more inclusive and supportive educational environment that values and empowers these students to achieve their full potential. By improving the educational outcomes and overall quality of life for students with hearing impairments, this study contributes to the creation of a more inclusive and equitable society.

LITERATURE REVIEW

This study is grounded in Bronfenbrenner’s Ecological Systems Theory which provides a comprehensive framework for understanding the multifaceted influences on the reading comprehension abilities of hearing-impaired students in Oyo Town. At the core of this theory is the microsystem, which includes immediate environments such as home and school. Parental involvement, a crucial factor in this study, operates within this layer. Research has shown that active parental engagement can significantly enhance the academic outcomes of children with hearing impairments, improving their reading comprehension skills (Jackson & Turnbull, 2020).

The mesosystem, which involves the interconnections between various microsystems, such as the relationship between home and school, is also critical. Effective communication and collaboration between parents and teachers can create a supportive educational environment for hearing-impaired students. Recent studies highlight the importance of these interactions in fostering better academic performance and cognitive development in children with hearing disabilities (DesGeorges, 2021).

At the exosystem level, broader social systems indirectly impact the child. For instance, parental workplace policies that offer flexibility can enable greater parental involvement in the child’s education. In Oyo Town, the availability of community resources and support systems for parents of hearing-impaired children can significantly affect how much support they can provide (Hall, Smith, & Theobald, 2022).

The macrosystem encompasses cultural values, customs, and laws that shape the child’s environment. Cultural attitudes towards disability and education in Oyo Town influence the support systems and resources available to hearing-impaired students. Studies have shown that inclusive cultural practices and supportive legal frameworks can enhance educational opportunities for these students (Mitchell & Karchmer, 2021).

Finally, the chronosystem considers the timing of events and transitions over the life course. The timing of hearing loss, whether congenital or acquired, is central to this study. It affects the developmental trajectory and educational outcomes of the child. Research indicates that early identification and intervention for hearing loss can lead to better academic and cognitive outcomes (Yoshinaga-Itano, 2020).

By applying Bronfenbrenner’s Ecological Systems Theory, this study can comprehensively analyze how various environmental factors and their interactions influence the reading comprehension abilities of hearing-impaired students. This holistic approach provides a deeper understanding of the challenges and opportunities these students face, guiding the development of effective educational strategies and support systems.

Hearing Impairment and Education

Existing literature indicates that hearing impairment can significantly affect language development and reading comprehension. Early detection and intervention are crucial for mitigating these effects (Marschark & Hauser, 2012).

Hearing impairment poses significant challenges for individuals in educational settings, affecting communication, language acquisition, and academic achievement. Students with hearing impairments often face difficulties in understanding spoken language, participating in classroom discussions, and accessing instructional materials. These challenges can lead to academic disparities and hinder educational attainment. However, advancements in assistive technologies, such as cochlear implants, hearing aids, and FM systems, have improved access to auditory information and facilitated communication for students with hearing impairments (Most, Chin, Hashem, & Mlsna, 2020). Additionally, inclusive educational practices, which promote the integration of students with disabilities into mainstream classrooms, have gained traction in recent years. Inclusive classrooms employ various strategies, such as providing visual aids, using captioning, and encouraging peer support, to create supportive learning environments for students with hearing impairments (Spencer, Marschark, & Spencer, 2010).

Special education services play a crucial role in supporting the educational needs of students with hearing impairments. Individualized education plans (IEPs) are developed to address the unique challenges faced by these students and provide accommodations and modifications to support their learning (Antia, Stinson, & Gaustad, 2002). These accommodations may include preferential seating, access to assistive listening devices, and instruction from teachers trained in deaf education. Moreover, parental involvement is essential for the academic success of students with hearing impairments. Parents play a critical role in advocating for their children’s needs, creating language-rich environments at home, and engaging in reading and communication activities (Meadow-Orlans, Mertens, & Sass-Lehrer, 2003). Research indicates that high levels of parental involvement are associated with improved academic outcomes for students with hearing impairments (Calderon & Greenberg, 2003).

Socio-cultural factors also influence the educational experiences of students with hearing impairments. Cultural attitudes towards disability vary across societies and can impact the level of support and inclusion these students receive (Shope, 2011). In cultures where disability is stigmatized, students with hearing impairments may face social isolation and reduced access to educational opportunities. Conversely, in cultures that prioritize inclusivity and accessibility, students with hearing impairments may have greater access to support services and resources (Qi & Mitchell, 2012). Advocacy efforts seek to raise awareness of the unique needs of individuals with hearing impairments and promote inclusive educational policies and practices (Houchins, Nelson, & Yarbrough, 2020). Empowerment initiatives aim to build self-confidence, self-advocacy skills, and resilience in students with hearing impairments, enabling them to navigate educational environments successfully (Hauser, O’Hearn, McKee, & Steider, 2010).

In conclusion, hearing impairment presents significant challenges for individuals in educational settings, impacting communication, language development, and academic achievement. However, with appropriate support and accommodations, students with hearing impairments can succeed in school and beyond. Special education services, inclusive practices, assistive technologies, parental involvement, and advocacy efforts all play critical roles in ensuring that students with hearing impairments receive the support they need to thrive academically. By addressing the unique needs and challenges of these students, educators, parents, and policymakers can create inclusive and supportive educational environments that foster academic success and empower individuals with hearing impairments to reach their full potential.

Parental Involvement

Research consistently shows that parental involvement is a key factor in academic success. For students with hearing impairments, active parental participation in educational activities can lead to better academic outcomes (DesJardin & Eisenberg, 2007).

Parental involvement plays a vital role in supporting the educational success of students, particularly those with hearing impairments. Parents of children with hearing impairments are often the first advocates for their children’s needs within the educational system (Most, Chin, Hashem, & Mlsna, 2020). They play a crucial role in ensuring that their children receive appropriate accommodations and support services to address their unique challenges. Additionally, parental involvement extends beyond advocating for services; it encompasses creating a language-rich environment at home, engaging in reading and communication activities with their children, and providing emotional support and encouragement (Meadow-Orlans, Mertens, & Sass-Lehrer, 2003). Research consistently demonstrates that high levels of parental involvement are associated with better academic outcomes for students with hearing impairments (Calderon & Greenberg, 2003).

Effective communication between parents and educators is essential for supporting the educational success of students with hearing impairments. Parents must be informed about their children’s progress in school and collaborate with teachers to address their educational needs (Antia, Stinson, & Gaustad, 2002). Regular communication channels, such as parent-teacher conferences, progress reports, and communication notebooks, facilitate the exchange of information between home and school. Additionally, technology has expanded opportunities for communication, allowing parents to stay informed about their children’s education through email, online portals, and virtual meetings (Wang & Wang, 2020).

Parents also play a critical role in fostering language development and literacy skills in their children with hearing impairments. Engaging in reading activities, storytelling, and conversation at home provides children with exposure to language and enhances their vocabulary, comprehension, and communication skills (Spencer, Marschark, & Spencer, 2010). Additionally, parents can support their children’s learning by providing access to assistive technologies and resources that facilitate communication and access to information (Qi & Mitchell, 2012). By creating a language-rich environment at home, parents can complement and reinforce the instruction their children receive in school, supporting their academic progress and success.

Furthermore, parental involvement extends beyond academic support to include emotional and social support for students with hearing impairments. Parents play a crucial role in building their children’s self-confidence, advocating for their needs, and promoting their social and emotional well-being (Hauser, O’Hearn, McKee, & Steider, 2010). They provide a source of encouragement and motivation, helping their children navigate the challenges they may face in school and society. Additionally, parents can facilitate connections with peers and community resources, providing opportunities for socialization and participation in extracurricular activities (Shope, 2011).

In conclusion, parental involvement is a cornerstone of support for students with hearing impairments, encompassing advocacy, communication, academic support, and emotional guidance. Parents play a critical role in ensuring that their children receive the accommodations and services they need to succeed in school. By creating a language-rich environment at home, engaging in reading and communication activities, and providing emotional support and encouragement, parents can complement and reinforce the education their children receive in school. Effective communication channels between parents and educators facilitate collaboration and support the educational progress of students with hearing impairments. Ultimately, parental involvement is essential for empowering students with hearing impairments to reach their full potential academically, socially, and emotionally.

Interaction between Hearing Loss and Parental Involvement

Studies suggest that the negative impact of hearing loss on reading comprehension can be lessened through strong parental support and involvement (Luckner & Muir, 2001).

The interaction between hearing loss and parental involvement plays a significant role in shaping the educational experiences and outcomes of students with hearing impairments. The onset of hearing loss, whether pre-lingual or post-lingual, can influence the level and type of parental involvement required to support the child’s academic development (Most, Chin, Hashem, & Mlsna, 2020). Children with pre-lingual hearing loss, which occurs before the acquisition of spoken language, may require intensive early intervention services and support to develop language and communication skills (Antia, Stinson, & Gaustad, 2002). Parents of these children play a crucial role in facilitating access to these services, advocating for their children’s needs, and creating language-rich environments at home to support language development.

Parental involvement also varies depending on the severity of the child’s hearing loss and the extent to which it affects their communication abilities. Children with profound hearing loss may require more intensive support and accommodations to access educational materials and participate in classroom activities (Calderon & Greenberg, 2003). In such cases, parents may need to work closely with educators and specialists to ensure that their children receive appropriate accommodations and assistive technologies to support their learning (Qi & Mitchell, 2012). This level of involvement may involve attending meetings with school personnel, coordinating services with outside agencies, and advocating for their children’s needs within the educational system.

Moreover, the quality of parental involvement can significantly impact the educational outcomes of students with hearing impairments. Research indicates that parental involvement that is consistent, supportive, and focused on the child’s educational needs is associated with better academic outcomes (Spencer, Marschark, & Spencer, 2010). Parents who are actively engaged in their children’s education, provide emotional support, and reinforce learning at home can help mitigate the challenges associated with hearing loss and facilitate academic success. Conversely, limited or inconsistent parental involvement may hinder the child’s progress and exacerbate the impact of hearing loss on their academic development (Hauser, O’Hearn, McKee, & Steider, 2010).

Furthermore, the cultural and socio-economic context in which families reside can influence the level and type of parental involvement. Cultural attitudes towards disability, access to resources, and the availability of support services may vary across different communities, affecting the extent to which parents are able to support their children’s educational needs (Shope, 2011). In some cultures, disability may be stigmatized, leading to social isolation and reduced access to educational opportunities for children with hearing impairments. In contrast, in cultures where disability is more accepted and accommodated, parents may have greater access to resources and support services to help their children succeed in school.

METHODOLOGY

Research Design

A mixed-method approach was adopted, combining quantitative and qualitative data collection methods to provide a comprehensive understanding of the research problem.

Population and Sample

The study involved 200 students with hearing impairments, along with their parents and teachers, from various schools in Oyo town.

Data Collection Instruments

Data were collected using standardized reading comprehension tests, structured interviews, and parental involvement questionnaires.

Data Analysis

Quantitative data were analyzed using statistical methods, while qualitative data were thematically analyzed to identify key patterns and insights.

RESULTS

Table 1: Demographic Information

Data Interpretation:

The demographic data reveals that the majority of students (60%) are male, and most (45%) experienced early onset hearing loss. Additionally, half of the parents (50%) have high involvement in their child’s education.

Table 2: Reading Comprehension Scores

Data Interpretation:

The reading comprehension scores indicate that students with early onset hearing loss have significantly higher scores (70.2) compared to those with late (62.1) or very late (58.5) onset hearing loss. Similarly, students with high parental involvement have significantly higher scores (72.5) compared to those with medium (65.8) or low (59.2) parental involvement.

Table 3: Interaction Effects

Data Interpretation:

The interaction effects reveal that the combination of early onset hearing loss and high parental involvement has a synergistic effect, leading to significantly higher reading comprehension scores (80.1) compared to other groups. This suggests that early intervention and high parental involvement are crucial for optimal reading comprehension outcomes among students with hearing impairments.

DISCUSSION

Interpretation of Findings

The findings suggest that while early-onset hearing loss poses a significant challenge to reading comprehension, parental involvement can play a mitigating role. This underscores the need for policies that encourage parental engagement in the education of children with hearing impairments.

The findings of this study reveal that early onset hearing loss is associated with better reading comprehension skills among students with hearing impairments. This is likely due to the fact that early intervention and access to hearing aids or cochlear implants can improve language development and literacy skills. Moreover, high parental involvement is also associated with better reading comprehension skills among students with hearing impairments, suggesting that parents who are more involved in their child’s education can provide additional support and resources that enhance their child’s literacy skills.

Notably, the combination of early onset hearing loss and high parental involvement has a synergistic effect, leading to significantly higher reading comprehension scores. This indicates that early intervention and high parental involvement can have a multiplier effect, resulting in even better outcomes for students with hearing impairments. Overall, the findings of this study highlight the importance of early intervention and parental involvement in supporting the literacy skills of students with hearing impairments.

The implications of these findings are clear: early intervention programs for hearing impairments should be prioritized to improve language development and literacy skills. Additionally, parents of students with hearing impairments should be encouraged to be more involved in their child’s education to provide additional support and resources. Furthermore, educators and policymakers should consider the synergistic effect of early onset hearing loss and high parental involvement when developing programs and services for students with hearing impairments.

It is important to note that this study has some limitations. For instance, the study only included students with hearing impairments and did not compare them to students without hearing impairments. Additionally, the study only measured reading comprehension skills and did not examine other literacy skills, such as writing or speaking. Moreover, the study only included a small sample size and may not be representative of all students with hearing impairments.

Future research directions include conducting a larger, more representative study to confirm the findings and explore other literacy skills. Additionally, examining the impact of early intervention and parental involvement on other academic subjects, such as math and science, could provide valuable insights. Investigating the effectiveness of different types of early intervention programs and parental involvement strategies could also help to identify best practices for supporting students with hearing impairments.

Implications for Practice

Educators should foster strong partnerships with parents and provide them with the tools and knowledge needed to support their children’s education effectively.

The findings of this study have several implications for practice. Firstly, the results highlight the importance of early intervention for students with hearing impairments. Educators and policymakers should prioritize early intervention programs to improve language development and literacy skills. This is crucial as early intervention can significantly impact the future academic success of students with hearing impairments.

In addition, the study emphasizes the significance of parental involvement in supporting the literacy skills of students with hearing impairments. Parents should be encouraged to be more involved in their child’s education, and educators should provide resources and support to facilitate this involvement. This collaborative approach between educators and parents can lead to better outcomes for students with hearing impairments.

Moreover, the synergistic effect of early onset hearing loss and high parental involvement suggests that a collaborative approach between educators, parents, and hearing specialists is crucial for optimal outcomes. This requires effective communication and coordination among all parties involved to ensure that students with hearing impairments receive the support they need.

Furthermore, the study’s findings indicate that students with hearing impairments require individualized support to address their unique needs. Educators should work with hearing specialists and parents to develop personalized learning plans that cater to the specific requirements of each student. This may include providing additional resources, such as hearing aids or assistive technology, to support students with hearing impairments.

To effectively support students with hearing impairments, educators should receive professional development training to enhance their knowledge and skills. This training should focus on strategies for teaching students with hearing impairments, as well as how to use assistive technology and other resources to support their learning.

In addition, schools should ensure access to resources such as hearing aids, cochlear implants, and assistive technology to support students with hearing impairments. This may require collaboration with hearing specialists and other professionals to ensure that students receive the necessary support.

Finally, educators should adopt inclusive practices that accommodate the diverse needs of students with hearing impairments. This may include using visual aids, providing extra time for assignments, and using alternative communication methods, such as sign language or written notes. By implementing these strategies, educators can create a supportive and inclusive learning environment that fosters academic success for students with hearing impairments.

Recommendations for Future Research

Future studies should explore the long-term effects of parental involvement and investigate other factors that may influence the educational outcomes of students with hearing impairments.

Future research on the literacy skills of students with hearing impairments should consider several directions. Firstly, a longitudinal study could examine the long-term effects of early intervention and parental involvement on literacy skills, providing valuable insights into the sustainability of these interventions. Additionally, a comparison study could investigate the literacy skills of students with hearing impairments who receive early intervention and parental involvement versus those who do not, shedding light on the efficacy of these approaches.

Furthermore, an intervention study could develop and implement a program targeting specific literacy skills for students with hearing impairments, assessing its effectiveness in improving their literacy outcomes. Moreover, a study examining parent-child interaction patterns could identify effective strategies for supporting literacy development in children with hearing impairments. The impact of assistive technology, such as cochlear implants and hearing aids, on literacy skills also warrants investigation.

Teacher training programs and inclusive education initiatives should also be evaluated for their effectiveness in supporting the literacy instruction of students with hearing impairments. A family-centered approach to supporting literacy development in these students could be explored, as well as the impact of cultural and linguistic diversity on their literacy skills. Finally, policy and practice factors influencing the literacy education of students with hearing impairments should be examined to identify areas for improvement. By pursuing these research directions, we can deepen our understanding of the complex factors influencing the literacy skills of students with hearing impairments and develop effective strategies to support their literacy development.

CONCLUSION

This study highlights the complex interplay between the onset of hearing loss and parental involvement in shaping the reading comprehension abilities of students with hearing impairments in Oyo town. By addressing these factors, stakeholders can develop more effective educational strategies to support these students’ academic growth.

In conclusion, the study on the influence of onset of hearing loss and parental involvement on the reading comprehension of students with hearing impairment in Oyo Town revealed significant findings. Early onset of hearing loss and high parental involvement were found to be significant predictors of better reading comprehension skills among students with hearing impairments. The study highlights the importance of early intervention and parental involvement in supporting the literacy skills of students with hearing impairments.

The findings of this study have implications for practice, emphasizing the need for early intervention programs, parental involvement, and individualized support for students with hearing impairments. Educators and policymakers should prioritize these factors to ensure optimal literacy outcomes for these students.

Future research directions include longitudinal and comparison studies, intervention programs, and examinations of teacher training, inclusive education, and policy and practice factors. By pursuing these research directions, we can further understand the complex factors influencing the literacy skills of students with hearing impairments and develop effective strategies to support their literacy development.

Ultimately, this study contributes to the existing body of knowledge on supporting students with hearing impairments, emphasizing the critical role of early intervention and parental involvement in promoting their literacy skills. By translating these findings into practice, we can work towards ensuring that students with hearing impairments receive the support they need to succeed academically and beyond.

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