Enhancement of Chaining Strategy in Developing Reading Skills among Deaf Pupils in Tanzania

Reading difficulties among deaf pupils are recognised as a global concern, and this issue is particularly evident in Tanzania. In Tanzania, deaf pupils have been facing challenges in developing reading skills compared to their hearing peers. This persists even with the implementation of the chaining strategy by teachers, which is widely endorsed by many researchers as an effective strategy for teaching reading skills. Thus, this study explored tactics to enhance the chaining strategy in developing reading skills among deaf pupils in Tanzania and developed a model that incorporates the identified tactics with the chaining strategy. The study applied a qualitative approach with a sample size of 12 teachers from four special primary schools for the deaf located in Dar es Salaam, Njombe, Kagera, and Tabora regions. Data were collected through in-depth interviews and were analysed through thematic analysis. The study underscored the importance of early identification as the foundation for proactive measures to ensure that deaf children receive appropriate support from an early age, which can lead to better literacy outcomes. Furthermore, the study indicated the need to improve memory and connection abilities of deaf pupils while raising their learning curiosity by incorporating learning games and visualization within the chaining strategy. Again, the study revealed that the strategy’s effectiveness increased when teaching and learning barriers are eradicated through curriculum adaptation, the availability of teaching materials, and competent teachers with sign language skills. Therefore, the study recommends that the government should make sure that all deaf children attend a pre-primary education program before enrolling in primary education, where they will get early sign language exposure and be oriented to the world around them. As well, the government should make sure that the curriculum is adapted to address the literacy learning needs of deaf pupils and should include sign language content. Likewise, the government should allocate specific funds for purchasing visual aids, developing tailored teaching materials, and training teachers in sign language to enhance the application of the chaining strategy.