مهارات الفهم القرائي لدى الطلاب الصم وضعاف السمع في برنامج السنة التأهيلية وعلاقتها ببعض المتغيرات
The study aimed to identify the reading comprehension skills of deaf and hard of hearing students in the qualifying year program and their relationship to some variables. The study sample consisted of (99) deaf and hard of hearing students. Among them are (40) males’ students, and the (59) females’ students. The researcher used the descriptive analytical method and applied to the sample a reading comprehension test (prepared by the researcher). The most important findings of the study are the following: The performance of deaf and hard of hearing students at the levels of reading comprehension came in the following order: direct comprehension, then deductive comprehension, then critic, and finally creative comprehension. There are no statistically significant differences at the level (0.05) and less about the level of reading comprehension skills according to the gender variable. There are statistically significant differences at level (0.01) and less about the level of reading comprehension skills according to the variable of hearing loss in favor of the hard of hearing category. There are no statistically significant differences at level (0.05) and less about the level of reading comprehension skills according to the variable of the father's educational status. There are statistically significant differences at level (0.05) and less about the level of reading comprehension skills according to the variable of the auditory state of the father who is hard of hearing, and the auditory state “hearing, deaf” in favor of the auditory case “hearing, deaf”. There are statistically significant differences at level (0.01) and less about the level of reading comprehension skills according to the age variable between (18-20) years, and between more than (20) years and above, in favor of the younger group of 18-20 years. (Published abstract)