Is the Qualitative Similarity Hypothesis Applicable to Turkish d/Deaf and Hard of Hearing Students? A Perspective

This review article examined the validity of the qualitative similarity hypothesis (QSH) in the context of Turkish d/Deaf and hard of hearing (d/Dhh) students’ reading development. The review discussed the reading processes of both Turkish typically developing (i.e., hearing) students and d/Dhh students in a comparative manner. Since there are no empirical studies directly testing the QSH in the Turkish context and no studies examining the related construct of developmental similarity, indirect discussions were conducted based on the findings of selected studies. The extent to which the QSH aligns with the principles of developmental similarity in cognitive (i.e., use of strategies) and language processes, quantitative variability in performance levels, and timing differences was also discussed. The findings also suggest that d/Dhh students can learn in similar ways to their typically developing peers only if appropriate and sufficient instructional support is provided. More longitudinal and experimental studies and evidence are needed to explain the reading developmental processes of Turkish d/Dhh students based on the principles of the QSH.