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Abstract
Reading, comprehension, writing and arithmetic solving problems are problems that affect the academic achievements in hearing impairment.
Researchers and teachers should be aware of these problems and the various factors that predispose and aggravate these problems.
As reading is one of the most difficult educational tasks that face children with hearing impairment, therefore it is important to elicit the factors that influence the reading level and improve it. Examples of these factors are development of knowledge of vocabulary, syntactic ability, phonological processing skills, and memory and metacognition.
Also it was found that hearing impaired students perform poorly on measures of reading comprehension. Mode of acquisition which is determined either through the natural perception or verbal or as combination between both is found to be one of the main factors that affect the comprehension level by hearing impaired students. Also vocabulary and syntax appear to be important contributors to succeed at text presentation.
Poor comprehenders showed more difficulty with text connecting and gap filling inferences.
Writing is one of the main educational problems that face hearing impaired students and affects their academic achievement, they face difficulty in accessing and learning English syntactical and morphological structures, either auditory or visually, they make numerous errors at the sentence level.
Gender, socioeconomic status, grade, degree of hearing impairment, mode of communication and interpreter use are variables that affect writing by hearing impaired students.
As children with hearing impairment have inferior reading comprehension ability compared to children with normal hearing, this has been found to negatively influence their achievements in arithmetical story problem tasks. The difficulty of word problems appears to be due to the lack of experience for both linguistic experiential roots.
Inclusive teaching is one of the newest and best programs that allow hearing impaired to integrate with normal hearing students in the same classroom, learning the same curriculum with teachers for hearing students and an interpreter who teaches sign language. This program of education leads to better academic and social benefit for all hearing impaired students.