Exploring Teachers' Challenges in Teaching Reading to d/Deaf and Hard of Hearing Students in Classrooms

Students who are d/Deaf or hard of hearing (d/Dhh) continue to face persistent literacy challenges, particularly in contexts where early language access and instructional resources are limited. In Saudi Arabia, despite inclusive education reforms, barriers to reading achievement remain. This study explored the instructional challenges teachers encounter and the strategies they employ when teaching reading to d/Dhh learners, drawing on the qualitative similarity hypothesis (QSH), which posits that d/Dhh students require access to the same core literacy components as their hearing peers, and these should be delivered through accessible modalities. Using a qualitative design, semistructured interviews were conducted with 23 teachers from inclusive and specialized educational settings in three major Saudi cities. Thematic analysis revealed five central challenges: limited student vocabulary, insufficient teacher fluency in Saudi Sign Language (SSL), lack of professional development in evidence-based strategies, minimal early childhood language exposure, and the presence of additional disabilities. In response, teachers described adaptive instructional practices aligned with the QSH, including the use of visual supports, sign-enhanced instruction, and individualized scaffolding. These findings underscore the need for systemic investment in teacher preparation, early intervention programs, and inclusive curriculum design. The study contributes to the growing literature on d/Dhh literacy and provides actionable insights for improving instructional equity within the Saudi educational context.