Teaching Methods of Reading prevailing among Teachers of the Deaf Students in schools in Riyadh primary stage

The present study aimed at examining the knowledge of deaf students’ teachers of the importance of certain educational procedures in teaching reading, identifying the most popular teaching methods used by teachers of the deaf in teaching reading and in light of some of the variables. The sample of the study consisted of 65 teachers in Al-Amal institutes and deaf students integration programs in Riyadh. The researchers developed a questionnaire for identifying teaching methods of reading common among teachers of the deaf in the primary stage schools. Among the most important results of the study were: All teachers of the deaf agree on the importance of certain instructional procedures in teaching reading to their deaf students, including visual communication between the teacher and deaf students, discussion between the teacher and students before, during and after reading process, the instructions the teacher gives to the student during the reading process, instructional technologies, and consulting the deaf student. Traditional teaching methods are the most popular among teachers of the deaf. There are no statistically significant differences teachers of the deaf in making use of traditional and modern methods of teaching reading due to educational setting, educational qualification, participation in specialized activities, the availability of requisite instructional technologies, the availability of support from supervisory bodies, the nature of the reading curriculum and the size of the classrooms. Whereas, there are statistically significant differences in favor of most experienced teachers (more than 10 years) and those more skilled in using sign language. Teachers who are not sufficiently experienced tend to use traditional teaching methods more than skilled teachers