Effects of Peer-Assisted Reading to Enhance Reading Proficiency for Learners With Mild Hearing Impairment Included in a South African Mainstream Classroom

Oct 15, 2026

Uploaded by Theodore

This paper reports a case study on the effects of peer-assisted reading for learners identified with mild hearing impairment included in South African general education settings. Learners often face major challenges in building proficient reading skills needed for curriculum access. Hearing peers without hearing loss supported these learners during reading activities. The study involved two female educators and fifteen Grade 8 learners. Data were collected through classroom observation and unstructured teacher interviews.

LanguageEnglish

CategoryExam

FormatPDF

Pages18

Reading Time45 min

AccessFree to download

Abstract

Introduction

Case Study Design and Participants

Data Collection

Findings and Implications

| Volume 10 Issue 1 | Article 4 | | --- | --- | | March 2026
Effects of peer-assisted reading to enhance reading proficiency for learners with mild hearing impairment included in a South African mainstream classroom
Gaone Molapisi
University of South Africa, [gmolapisi@gmail.com](gmolapisi@gmail.com)
Nareadi Phasha
University of South Africa, [phashnt@unisa.ac.za](phashnt@unisa.ac.za)
Follow this and additional works at: [https://digitalcommons.usf.edu/jger](https://digitalcommons.usf.edu/jger)
Part of the Curriculum and Instruction Commons, and the Disability and Equity in Education Commons This Refereed Article is brought to you for free and open access by the M3 Center at the University of South Florida Sarasota-Manatee at Digital Commons @ University of South Florida. It has been accepted for inclusion in Journal of Global Education and Research by an authorized editor of Digital Commons @ University of South Florida. | | Recommended Citation Molapisi, G., & Phasha, N. (2026) . Effects of peer-assisted reading to enhance reading proficiency for learners with mild hearing impairment included in a South African mainstream classroom. Journal of Global Education and Research, 10(1), 44-59 . [https://www.doi.org/10.5038/2577-509X.10.1.1473](https://www.doi.org/10.5038/2577-509X.10.1.1473) Effects of peer-assisted reading to enhance reading proficiency for learners with mild hearing impairment included in a South African mainstream classroom Authors Corresponding Author Gaone Molapisi, 18 von Weilligh Street, Lindhaven, Roodepoort, South Africa Abstract This paper reports on the findings of a case study investigating the effects of peer-assisted reading in relation to learners identified with mild hearing impairment included in South African general education settings. These learners are often confronted with considerable challenges in developing proficient reading skills, which are crucial for curriculum access. In this study, peers with no hearing loss assisted learners with hearing impairment in reading activities to enhance their reading proficiency. The study involved two female educators and 15 learners in Grade 8 presenting with hearing impairment. The study employed a case study design, with data gathered through direct observation in the classroom and unstructured interviews conducted with teachers. Findings reveal that learners with hearing impairment benefited from the assistance provided by their hearing peers during reading activities. Additionally, the teachers reported that the strategy was advantageous for both the learners with hearing impairment and their hearing counterparts. The study concludes that engaging hearing peers in supporting learners with hearing impairments is an effective strategy for developing reading proficiency. Keywords hearing impairment, inclusive education, learners, mainstream classroom, peer-assisted reading Revisions Submission date: Feb. 20, 2025; 1st Revision: Apr. 23, 2025; 2nd Revision: Jun. 12, 2025; 3rd Revision: Feb. 17, 2026; Acceptance: Feb. 27, 2026 Creative Commons License This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License This refereed article is available in Journal of Global Education and Research: [https://digitalcommons.usf.edu/jger/](https://digitalcommons.usf.edu/jger/)[ ](https://digitalcommons.usf.edu/jger/)vol10/iss1/4 Effects of Peer-Assisted Reading to Enhance Reading Proficiency for Learners With Mild Hearing Impairment Included in a South African Mainstream Classroom Gaone Molapisi 1 and Nareadi Phasha2 College of Education University of South Africa, South Africa [1](1emolapg@unisa.ac.za)[emolapg@unisa.ac.za](1emolapg@unisa.ac.za) [2](2phashnt@unisa.ac.za)[phashnt@unisa.ac.za](2phashnt@unisa.ac.za) Abstract This paper reports on the findings of a case study investigating the effects of peer-assisted reading in relation to learners identified with mild hearing

FAQs

What is the purpose of the peer-assisted reading study?

The study investigates how peer-assisted reading affects learners identified with mild hearing impairment within South African general education settings.

How were participants involved in the research?

Two female educators and fifteen Grade 8 learners with hearing impairment participated, with hearing peers assisting the learners during reading activities.

What methods were used to gather evidence?

Data were collected through direct observation in the classroom and unstructured interviews with teachers.

Oct 15, 2026

Uploaded by Theodore