The Impact of Hearing Loss Timing and Parental Involvement on Reading Comprehension Abilities of Hearing Impaired Students in Oyo Town

This empirical study investigates the influence of the onset of hearing loss and parental involvement on the reading comprehension of students with hearing impairment in Oyo Town, Nigeria. Using a mixed-method approach, the research explores the relationships between the age of onset of hearing loss, the degree of parental involvement in educational activities, and the reading comprehension abilities of affected students. The study incorporates recent references and contemporary theories to situate the findings within the broader context of educational psychology and special education. Data were collected from a sample of 200 students with hearing impairment, their parents, and teachers through: surveys, interviews, and standardized reading comprehension tests. Statistical analysis revealed that students with early-onset hearing loss scored an average of 15% lower on reading comprehension tests compared to their peers with later-onset hearing loss. However, students with high levels of parental involvement showed an improvement of up to 20% in reading comprehension scores compared to those with low parental involvement. The results indicate that early-onset hearing loss significantly impacts reading comprehension, but high levels of parental involvement can mitigate some of these effects. The study concludes with recommendations for educators and policymakers to enhance the educational outcomes for students with hearing impairments.