مدى معرفة وممارسة معلمي ومعلمات الصم وضعاف السمع لاستراتيجيات ثنائي اللغة ثنائي النمط في تدريس القراءة، واتجاهاتهم نحو تلك الاستراتيجيات
This study aimed to reveal the extent to which deaf and hard of hearing students’ teachers practice the strategies of bimodal bilingual in reading classes. It also aimed to identify their other practices, their attitudes towards all utilized practices, and their knowledge extent of strategies considered bimodal bilingual. A descriptive survey method was adopted on a sample of 102 teachers in Riyadh via a questionnaire. The study found that Total Communication as an independent practice was practiced to a large extent. The usage of either sign language or spoken language alone was practiced at a low level. Their practice of targeted strategies was significantly high, and the most of it was explaining the written expressions in Arabic using sign language, while the least was explaining the reading text in spoken Arabic and asking students to do the exercises using sign language. As for their Attitudes towards bimodal bilingual strategies, they were very positive, as they believe that these strategies are the best in the field of teaching reading to the deaf. Their knowledge of bimodal bilingual strategies was of great extent, and the highest of it was the practice of preview-viewreview, while the least was the practice that depends on the difference in the language of inputs from outputs. (Published abstract)