The evaluation of reading problems in hearing impaired students: A systematic review of past studies

Abstract Background and Aim: The aim of this systematic review was to investigate the characteristics of deaf and hard of hearing students with reading difficulties. Methods: The research method was a systematic review of the statistical population including all internal and external researches that used the keywords of deaf and hard of hearing students and reading problems in the databases of the Comprehensive Humanities Portal, Information Center Database. University Jihad, Noor Specialized Journals Database, Google Scholar, Iran Information Science and Technology Research Institute Database and Iranian Publications Database and searched in foreign databases Magiran, science direct, springer, Iran doc and Google Scholar Using purposive sampling method, 72 researches were found and finally 26 articles were selected in accordance with the purpose of the research and the selection criteria and research findings. Out of 10 articles (38%) comparing reading comprehension in hearing-impaired people with normal people, 5 articles (19%) about the etiology and prevalence of the disorder, 3 articles (11%) about the use and non-use of rehabilitation and educational aids in Learning to read by hearingimpaired students, 2 articles (7 percent) comparing the integrated and non-integrated hearing-impaired students' reading comprehension and learning, 6 articles (23 percent) examining the effect of education on the reading comprehension of hearing-impaired students The hearing was paid. They were examined in the period of 2003 to 2023, and in this article, we will seek answers to five questions by reviewing the published research in the field of reading problems in hearing-impaired students. Conclusion: The results showed that deaf students have significant reading gaps. Hearing loss affects a variety of levels of reading comprehension. Students who are hard of hearing know no less than students who are hard of hearing. On the contrary, they use fewer words in the context of a sentence. Auditory damage eclipses learning skills, including reading. To reduce the education gap for hard-of-hearing students, early interventions and improvement methods should be implemented to strengthen reading.