Cartographic Competence in School Geography at the UpperSecondary Level in Morocco: Pedagogical Reality and Pathwaysfor Enhancement

Abstract

The purpose of this study is to identify the effect of acquiring sign
lexicon (MSL) vocabulary in the development of reading comprehension skills among (DHH) students, which is essentially for decoding written text and constructing meaning during the reading process according to the mechanisms of linguistic mediation. For this purpose I adopted two methods; Descriptive and quasi-experimental and 20 students were divided into experimental and control groups. The study instruments were: a pre- and post-reading test for reading comprehension, and a list of the most important vocabularies of the sign lexicon to be developed by students from the study committee according to a training program, which enabled the committee to link the sign lexicon's vocabulary to
written text based on the principle of double coding. The statistical results showed a significant difference at the (α 0.05) level between the mean retrieved notes of the experimental and control groups in the dimensional test in favor of the experimental group, and showed a strong relationship between the retrieval of suggestive lexicon and the ability to perform deep reading comprehension of text instead of superficial semantic encoding. Thus, the validity of the study hypotheses was confirmed, and it was recommended to adopt a teaching strategy
based on enriching the sign lexicon as input for learning to read and encouraging teachers to use mental translation techniques to overcome the language gap between signed and written text for this category of students