00000ctm a22000004i 4500 UP-99796217613942954 Buklod 20240917153917.0 m o u ta 240917s2019 ph a m |||| || | (iLib)UPD-00533073436 DEDUC rda eng LG 995 2019 E36 M36 Mondejar, Magdalena C. author. Improving vocabulary performance of high school deaf/hard-of-hearing students using preteaching strategy Magdalena C. Mondejar ; thesis adviser, Marie Therese Angeline P. Bustos ; thesis reader, Darlene D. Echavia ; Frances Olivia M. Magtoto, May T. Cabutihan, reader/critic members. Quezon City College of Education, University of the Philippines Diliman 2019. ix, 180 leaves color illustrations 28 cm text rdacontent unmediated rdamedia volume rdacarrier Thesis (Master of Arts in Education - Special Education) University of the Philippines, Diliman May, 2019. Includes bibliographical references (pages 130-143) Deaf/Hard-of-Hearing students' struggle with reading comprehension is closely linked with vocabulary knowledge. Researches revealed that lack of vocabulary knowledge and grammar of the spoken language are primarily the cause of reading problems among deaf individuals (Apel, & Masterson, 2015; Kyle & Harris, 2006; Lonigan, 2015; Marschark, & Spencer, 2010). In response to this need, a number of researches specifically techniques and strategies to teach vocabulary were investigated. However, despite efforts on discovering effective strategies, researches remain to be limited (Marschark, & Spencer, 2010). This study intended to contribute to the body of research on finding effective teaching strategy to improve vocabulary of D/HH students. Specifically, this study explored the use of preteaching teaching strategy in improving the vocabulary performance among D/HH students. This study investigated if there was a functional relation on the participants' signing, matching, and fingerspelling performances after undertaking eight weeks of intervention sessions. The independent variable was preteaching, while the dependent variables were the number of vocabulary words signed, matched, and fingerspelled correctly during posttests. A total of 10 Grade 7 D/HH students ages 12 to 27 participated in the study, via convenience sampling. Multiple-baseline design (ABC) across three sets of five vocabulary words was used in this study. Findings were interpreted using visual analysis and Wilcoxon Signed Rank Test. Participants' perception regarding the program were also gathered through focus group discussion. After the intervention sessions, results indicated that eight out of 10 participants signed, matched, and fingerspelled 80% to 100% of the targeted vocabulary words. Recommendations for teachers, parents, school administrators, and future researchers are discussed. Deaf children Education Philippines. Hearing impaired children Education Philippines. Hearing disorders in children Philippines. Vocabulary Study and teaching. Bustos, Marie Therese Angeline P. thesis adviser. Echavia, Darlene D. thesis adviser. Magtoto, Frances Oliva M. degree committee member. Cabutihan, May T. degree committee member. FI UP UPD DEDUC LG 995 2019 E36 M36 Thesis