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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. 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It has been accepted for inclusion in Journal of Global Education and Research by an authorized editor of Digital Commons @ University of South Florida. |  |\n\nRecommended Citation  \nMolapisi, 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)  \nEffects of peer-assisted reading to enhance reading proficiency for learners with mild hearing impairment included in a South African mainstream classroom  \nAuthors  \nCorresponding Author  \nGaone Molapisi, 18 von Weilligh Street, Lindhaven, Roodepoort, South Africa  \nAbstract  \nThis 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.  \nKeywords  \nhearing impairment, inclusive education, learners, mainstream classroom, peer-assisted reading  \nRevisions  \nSubmission date: Feb. 20, 2025; 1st Revision: Apr. 23, 2025; 2nd Revision: Jun. 12, 2025; 3rd Revision: Feb. 17, 2026; Acceptance: Feb. 27, 2026  \nCreative Commons License  \nThis work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License  \nThis 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  \nEffects of Peer-Assisted Reading to Enhance Reading Proficiency for Learners With Mild Hearing Impairment Included in a South African Mainstream Classroom  \nGaone Molapisi 1 and Nareadi Phasha2  \nCollege of Education  \nUniversity of South Africa, South Africa  \n[1](1emolapg@unisa.ac.za)[emolapg@unisa.ac.za](1emolapg@unisa.ac.za)  \n[2](2phashnt@unisa.ac.za)[phashnt@unisa.ac.za](2phashnt@unisa.ac.za)  \nAbstract  \nThis paper reports on the findings of a case study investigating the effects of peer-assisted reading in relation to learners identified with mild hearing","cbCaikF5h8WArhs2","https://ap.wps.com/l/cbCaikF5h8WArhs2","pdf",377837,18,"English","# Abstract\n## Introduction\n## Case Study Design and Participants\n## Data Collection\n## Findings and Implications","[{\"question\":\"What is the purpose of the peer-assisted reading study?\",\"answer\":\"The study investigates how peer-assisted reading affects learners identified with mild hearing impairment within South African general education settings.\"},{\"question\":\"How were participants involved in the research?\",\"answer\":\"Two female educators and fifteen Grade 8 learners with hearing impairment participated, with hearing peers assisting the learners during reading activities.\"},{\"question\":\"What methods were used to gather evidence?\",\"answer\":\"Data were collected through direct observation in the classroom and unstructured interviews with teachers.\"}]","Effects of Peer-Assisted Reading to Enhance Reading Proficiency for Learners With Mild Hearing Impairment Included in a South African Mainstream Classroom | PDF",1792037099,45]