Peningkatan Keterampilan Membaca Pemahaman untuk Penguatan Literasi pada Anak Tunarungu

Abstract

The national literacy program has three main pillars, including the school, community and family. This study aims to examine the literacy program in special schools, focusing more on deaf children. In general, children with hearing impairment have limited understanding of auditive information and relies on visual (language) skills, specifically written and sign language. This means that receptive and productive written language skills need to be nurtured in deaf children. One form of receptive written language skills is reading comprehension that involves skills directed to understanding the explicit, implied and implication messages. The three aspects are the basis for strengthening literacy in deaf children. However, to promote habituation efforts, development of reading interest, and literacy-based learning.