عنوان مقاله [English]
نویسندگان [English]چکیده [English]
This study intended to study the impact of a curriculum specific to reading comprehension promotion on the reading comprehension of inaudible third grade elementary students. The study design was a semiexperimental pretest-post test with a control group. The sample of the study comprised 30 inaudible students selected from all inaudible students of Yasoj elementary schools. Sample students were randomly assigned to one control and one experimental group each including 15 students. In order to specify students' inaudibility a use was made of Ryon's intelligence test, Gestalt test and a checklist of inaudibility. Further, in order to appraise and compare the reading ability of the groups Isfahan's diagnostic test was employed as pretest and posttest. In general, the results of this study indicated that reading promotion curriculum augmented students' reading ability through teaching different reading skills. As a result it could reduce the number of errors committed by inaudible students. It was also revealed that interactive teaching of reading subskills facilitated learning reading, as retarded subskills impede the development of other subskills.