Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2019, Cilt: 20 Sayı: 2, 339 - 367, 01.06.2019
https://doi.org/10.21565/ozelegitimdergisi.456557

Öz

Kaynakça

  • Anne AKSAN, Doğan (2000). Her yönüyle dil, ana çizgileriyle dilbilim. TDK Yayınları, Ankara. Alegria, J., Leybaert, J., Charlier, B., & Hage, C. (1992). On the origin of phonological representations in the deaf: Hearing lips and hands. In J. Alegria, D. Holender, J. Junça de Morais, & M. Radeau (Eds.), Analytic approaches to human cognition (pp. 107-132). Brussels: Elsevier Science.Allen, T. E. (1986). Patterns of academic achievement among hearing impaired students: 1974 and 1983. In A. N. Schildroth & M. A. Karchmer (Eds.), Deaf children in America (pp. 161–206). Boston, MA: College-HillBeech, J. R., & Harris, M. (1997). The prelingually deaf young reader: A case of reliance on direct lexical access? Journal of Research in Reading, 20, 105-121.Bradley, L. ve Bryant, P. E. (1983). Categorizing sounds and learning to read: A causal connection. Nature, 301, 419- 421.Breadmore, H. L. (2007). Inflectional morphology in the literacy of deaf children. Unpublished PhD Thesis. The University of Birmingham.Brown, J. B. (1984). Examination of grammatical mor-phemes in the language of hard-of hearing children. Volta Review, 86, 229–238.Caravolas, M., Hulme, C. ve Snowling, M. J. (2001). The foundations of spelling ability: Evidence from a 3-year longitudinal study. Journal of Memory and Language, 45, 751-774.Center for Assessment and Demographic Studies. (1993). Data from the 1992–93 annual survey of hearing impaired children and youth. Washington, DC: Gallaudet University.Chamberlain, C., & Mayberry, R. I. (2000). Theorizing about the relation between ASL and reading. In C. Chamberlain, J. P. Morford & R. I. Mayberry (Eds.), Language acquisition by eye (pp. 221–259). Mahwah, NJ: Erlbaum.Clark,D., Gilbert, G. & Anderson, M. (2011) Morphological Knowledge and Decoding Skills of Deaf Readers. Psychology, 2, 109-116.Conrad, R. (1979). The deaf school child. London: Harper & RowCooper, R. L. (1967) The ability of deaf and hearing children to apply morphological rules. Journal of Speech and Hearing Research, 10, 77–86.Diependaele K., Sandra D., Grainger J. (2005). Masked cross-modal morphological priming: unravelling morpho-orthographic and morpho-semantic influences in early word recognition. Lang. Cogn. Process. 20, 75–114 10.1080/01690960444000197Domínguez A., de Vega M., Barber H. A. (2004). Event-related potentials elicited by morphological, homographic, orthographic and semantic priming. J. Cogn. Neurosci. 16, 598–608. 10.1162/089892904323057326Dyer, A., MacSweeney, M., Szczerbinski, M., Green, L., & Campbell, R. (2003). Predictors of reading delay in deaf adolescents: The relative contributions of rapid automatized naming speed and phonological awareness and decoding. Journal of Deaf Studies and Deaf Education, 8, 215-229.Gaustad, M. G. & Kelly, R. R. (2004). The relationship between reading achievement and morpho-logical word analysis in deaf and hearing students matched for reading level. Journal of Deaf Studies and Deaf Education, 9, 269–285. Gaustad, M. G. (2000). Morphographic analysis as a word identification strategy for deaf readers. Journal of Deaf Studies and Deaf Education, 5(1), 60-80.Gaustad, M. G., Kelly, R. R., Payne, J. A. & Lylak, E. (2002). Deaf and hearing students’ morphological knowledge applied to printed English. American Annals of the Deaf, 144, 320–324.Gough, P. B., & Tunmer, W.E. (1986). Decoding, reading and reading disability. Remedial and Special Education, 7, 6-10.Guldenoglu, B. (2016). The effects of syllable-awareness skills on the word-reading performances of students reading in a transparent orthography. International Electronic Journal of Elementary Education, 8(3), 425–442Güldenoğlu, B., Kargin, T., & Miller, P. (2012). İyi ve zayıf okuyucuların kelime işlemleme ve okuduğunu anlama becerilerinin karşılaştırılmalı olarak incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri (KUYEB), 12(4), 2807-2828.Hanson, V. L., & Fowler, C. A. (1987). Phonological coding in word reading: Evidence from hearing and deaf readers. Memory & Cognition, 15(3), 199-207. Hanson, V. L., & McGarr, N. S. (1989). Rhyme generation by deaf adults. Journal of Speech and Hearing Research, 32, 2-11.Harris, M., & Beech, J. R. (1995). Reading development in prelingually deaf children. In K. E. Nelson & Z. Reger (Eds.), Children’s language (Vol. 8., pp. 181-202). Hillsdale, NJ: Erlbaum.Hoien T., Lundberg, I., Stanovich, K. E. ve Bjaalid, I. K. (1995). Components of phonological awareness. Reading and Writing, 7, 171-188.Holt, J. A. (1993). Stanford achievement test – 8th edition: Reading comprehension subgroup results. American Annals of the Deaf, 138, 172–175. Holt, J. A., Traxler, C. B., & Allen, T. E. (1996). Interpreting the scores: A user’s guide to the 9th edition Stanford Achievement Test for educators of deaf and hard-of-hearing students (Unpublished manuscript). Gallaudet University, Washington, DC.Hoogmoed, A. H., Verhoeven, L., Schreuder, R., & Knoors, H. (2011). Morphological sensitivity in deaf readers of Dutch. Applied Psycholinguistics, 32(03), 619-634.Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading and Writing: An Interdisciplinary Journal, 2, 127–160.Izzo, A. (2002). Phonemic awareness and reading ability: An investigation with young readers who are deaf. American Annals of the Deaf, 147, 18-29.Jackson, N. E., & Coltheart, M. (2001). Routes to reading success and failure: Toward an integrated cognitive psychology of atypical reading. Philadelphia, PA, US: Psychology.Kargın T., Güldenoğlu, B. & Miller, P. (2014). İşiten ve İşitme Engelli Okuyucuların Harf İşlemleme ve Kelime İşlemleme Becerileri Arasındaki İlişkinin İncelenmesi. Kuram ve Uygulamada Eğitim Bilimleri, 14(6), 2213-2238.Kargin, T., Guldenoglu, I. B., Miller, P., Hauser, P., Rathmann, C., Kubus, O., & Superegon, E. (2011). Differences in word processing skills of deaf and hearing individuals reading in different orthographies. Journal of Developmental and Physical Disabilities, 24, 64–83. doi:10.1007/ s10882-011-9255-zKemps, R. J., Wurm, L. H., Ernestus, M., Schreuder, R., & Baayen, H. (2005). Prosodic cues for morphological complexity in Dutch and English. Language and Cognitive Processes, 20(1-2), 43-73.Lewis. R. B., & Doorlag, D. H. (1983). Teaching special studies in mainstream. Ohio: Charles E. Merill Publishing Company.Leybaert, J. (2000). Phonology acquired through the eyes and spelling in deaf children. Journal of Experimental Child Psychology, 75, 291-318.Mahony, D. (1994). Using sensitivity to word structure to explain variance in high school and college level reading ability. Reading and Writing: An Interdisciplinary Journal, 6, 19– 44.Mahony, D., Singson, M., & Mann, V. (2000). Reading ability and sensitivity to morphological relations. Reading & Writing, 12, 191-218.Marschark, M., & Harris, M. (1996). Success and failure in learning to read: The special case of deaf children. In C. Cornoldi & J. Oakhill (Eds.), Reading comprehension difficulties: Processes and intervention (pp. 279-300). Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers.Mcguckıan, M.& Henry, A. (2007). The grammatical morpheme deficit in moderate hearing impairment. International Journal of Language and Communication Disorders, 42, 117-136.Miller, P. (1997). The effect of communication mode on the development of phonemic awareness in prelingually deaf students. Journal of Speech and Hearing Research, 40, 1151-1163.Miller, P. (2000). Syntactic and semantic processing in Hebrew readers with prelingual deafness. American Annals of the Deaf, 145, 436–451. Miller, P. (2004a). Processing of written words by individuals with prelingual deafness. Journal of Speech, Language, and Hearing Research, 47, 979–989. Miller, P. (2004b). Processing of written word and non-word visual information by individuals with prelingual deafness. Journal of Speech, Language, and Hearing Research, 47, 990–1000. Miller, P. (2005a). Reading comprehension and its relation to the quality of functional hearing: Evidence from readers with different functional hearing abilities. American Annals of the Deaf, 150, 305–323. Miller, P. (2005b). What the word recognition skills of prelingually deafened readers tell about the roots of dyslexia. Journal of Development & Physical Disabilities, 17, 369–393.Miller, P. (2006a). What the processing of real words and pseudo-homophones tell about the development of orthographic knowledge in prelingually deafened individuals. Journal of Deaf Studies and Deaf Education, 11, 21-38. Miller, P. (2006b). What the visual word recognition skills of prelingually deafened readers tell about their reading comprehension problems. Journal of Developmental and Physical Disabilities, 18, 91-121.Miller, P. (2010). Phonological, orthographic, and syntactic awareness and their relation to reading comprehension in prelingually deaf individuals: What can we learn from skilled readers? Journal of Development and Physical Disabilities, 22, 549–561.Miller, P., Kargın, T., & Guldenoglu, B. (2012). Differences in the reading of shallow and deep orthography: Developmental evidence from Hebrew and Turkish readers. Journal of Research in Reading, 1-24. doi:10.1111/j.1467-9817.2012.01540.xNielsen, D. C., & Luetke-Stahlman, B. (2002). Phonological awareness: One key to the reading proficiency of deaf children. American Annals of the Deaf, 147(3), 11-19. Norbury, C. F., Briscoe, J. & Bishop, D. V. (2001). Phonological processing, language, and literacy: A comparison of children with mild-to-moderate sensorineural hearing loss and those with specific language impairment. Journal of Child Psychology and Psychiatry, 42(3), 329-340.Padden, C., & Hanson, V. L. (2000). Search for the missing link: The development of skilled reading in deaf children. In K. Emmorey & H. Lane (Eds.), The signs of language revisited (pp. 435-447). Mahwah, NJ: Erlbaum.Perfetti, C. A., & Sandak, R. (2000). Reading optimally builds on spoken language: Implications for deaf readers. Journal of Deaf Studies and Deaf Education, 5, 32-50.Ross, A. O. (1976). Psychological aspects of learning disabilities and reading disorders. NY: MacGraw-Hill Book Company.Shankweiler, D., Cram, S., Katz, L., Fowler, A. E., Liberman, A. M., Brady, S. A., Thornton, R., Lundquist, E., Dreyer, L., Fletcher, J. M., Stuebing, K. K., Shaywitz, S. E., & Shaywitz, B. A. (1995). Cognitive profiles of reading disabled children: Comparison of language skills in phonology, morphology and syntax. Psychological Science, 6, 149-156. doi:10.1111/j.1467-9280.1995.tb00324.xShimron, J. (1993). The role of vowels in reading: A review of studies of English and Hebrew. Pyschological Bulletin, 114 (1), 52-67.Sterne, A., & Goswami, U. (2000). Phonological awareness of syllables, rhymes and phonemes in deaf children. Journal of Child Psychology and Psychiatry, 41(5), 609-625.Taft M., Kougious P. (2004). The processing of morpheme-like units in monomorphemic words. Brain Lang. 90, 9–16. 10.1016/s0093-934x(03)00415-2Taft M., Nguyen-Hoan M. (2010). A sticky stick? The locus of morphological representation in the lexicon. Lang. Cogn. Process. 25, 277–296 10.1080/01690960903043261Torgesen, J. K., Wagner, R. K. ve Rashotte, C. A. (1997). Prevention and remediation of severe reading disabilities: Keeping the end in mind. Scientific Studies of Reading, 1(3), 217-234.Transler, C., Gombert, J. E., & Leybaert, J. (2001). Phonological decoding in severely and profoundly deaf children: Similarity judgment between written pseudowords. Applied Psycholinguistics, 22, 61-82.Traxler, C. (2000). The Stanford achievement test, 9th edition: National norming and performance standards for deaf and hard-of-hearing students. Journal of Deaf Studies and Deaf Education, 5, 337–348.Tunmer, W. E. (2008). Recent developments in reading intervention research: Introduction to special issue. Reading and Writing, 21, 299-316. doi: 10.1007/s11145-007-9108-4.Waters, G. S., & Doehring, D. B. (1990). Reading acquisition in congenitally deaf children who communicate orally: Insights from an analysis of component reading, language, and memory skills. In T. H. Carr & B. A. Levy (Eds.), Reading and its development: Component skills approaches (pp. 323-373). San Diego, CA: Academic. Wauters, L. N., Van Bon, W. H. J., & Tellings, A. J. M. (2006). Reading comprehension of Dutch deaf children. Reading and Writing, 19, 49-76.Wysocki, K., & Jenkins, J. (1987). Deriving word meanings through morphological generalization. Reading Research Quarterly, xxii(1), 66–81.Zeshan, U. (2002). Sign Language in Turkey: The story of a hiddenlanguage. Turkic Languages 6(2), 229-274.

Morfolojik Farkındalık Becerilerinin Okuma Sürecindeki Rolünün Gelişimsel Bakış Açısıyla İncelenmesi: İşiten ve İşitme Engelli Okuyuculardan Bulgular

Yıl 2019, Cilt: 20 Sayı: 2, 339 - 367, 01.06.2019
https://doi.org/10.21565/ozelegitimdergisi.456557

Öz

Bu araştırma, işiten ve işitme engelli öğrencilerin morfolojik
farkındalık becerilerinin okuma sürecindeki rolünü gelişimsel bakış açısıyla
incelemeyi amaçlayan nedensel karşılaştırmalı betimsel bir çalışmadır.
Araştırmaya, farklı eğitim düzeylerinde (ilkokul, ortaokul ve lise)
öğrenimlerine devam eden 67 işitme engelli öğrenci ile bu öğrencilerle aynı
sınıf düzeylerinde öğrenim gören 74 işiten öğrenci olmak üzere toplam 141
öğrenci katılmıştır. Araştırma grubunun morfolojik farkındalık bilgi ve
becerileri a) morfolojik duyarlık, b) morfolojik farkındalık becerileri
değerlendirme işlemleri ile değerlendirilmiştir. Araştırmanın verileri, varyans
analizi (GLM-Anova) ile iki faktörlü Manova (GLM-Manova) kullanılarak analiz
edilmiş ve yapılan analiz sonucunda işitme engelli öğrencilerin morfolojik
farkındalık becerilerinin işiten öğrencilere göre anlamlı derecede düşük olduğu
görülmüştür. Araştırmanın tartışma bölümünde, işitme engelli öğrencilerde
görülen düşük morfolojik farkındalık performanslarının onların genel okuma ve
okuduğunu anlama süreçlerine yansımaları ayrıntılı olarak tartışılmıştır.

Kaynakça

  • Anne AKSAN, Doğan (2000). Her yönüyle dil, ana çizgileriyle dilbilim. TDK Yayınları, Ankara. Alegria, J., Leybaert, J., Charlier, B., & Hage, C. (1992). On the origin of phonological representations in the deaf: Hearing lips and hands. In J. Alegria, D. Holender, J. Junça de Morais, & M. Radeau (Eds.), Analytic approaches to human cognition (pp. 107-132). Brussels: Elsevier Science.Allen, T. E. (1986). Patterns of academic achievement among hearing impaired students: 1974 and 1983. In A. N. Schildroth & M. A. Karchmer (Eds.), Deaf children in America (pp. 161–206). Boston, MA: College-HillBeech, J. R., & Harris, M. (1997). The prelingually deaf young reader: A case of reliance on direct lexical access? Journal of Research in Reading, 20, 105-121.Bradley, L. ve Bryant, P. E. (1983). Categorizing sounds and learning to read: A causal connection. Nature, 301, 419- 421.Breadmore, H. L. (2007). Inflectional morphology in the literacy of deaf children. Unpublished PhD Thesis. The University of Birmingham.Brown, J. B. (1984). Examination of grammatical mor-phemes in the language of hard-of hearing children. Volta Review, 86, 229–238.Caravolas, M., Hulme, C. ve Snowling, M. J. (2001). The foundations of spelling ability: Evidence from a 3-year longitudinal study. Journal of Memory and Language, 45, 751-774.Center for Assessment and Demographic Studies. (1993). Data from the 1992–93 annual survey of hearing impaired children and youth. Washington, DC: Gallaudet University.Chamberlain, C., & Mayberry, R. I. (2000). Theorizing about the relation between ASL and reading. In C. Chamberlain, J. P. Morford & R. I. Mayberry (Eds.), Language acquisition by eye (pp. 221–259). Mahwah, NJ: Erlbaum.Clark,D., Gilbert, G. & Anderson, M. (2011) Morphological Knowledge and Decoding Skills of Deaf Readers. Psychology, 2, 109-116.Conrad, R. (1979). The deaf school child. London: Harper & RowCooper, R. L. (1967) The ability of deaf and hearing children to apply morphological rules. Journal of Speech and Hearing Research, 10, 77–86.Diependaele K., Sandra D., Grainger J. (2005). Masked cross-modal morphological priming: unravelling morpho-orthographic and morpho-semantic influences in early word recognition. Lang. Cogn. Process. 20, 75–114 10.1080/01690960444000197Domínguez A., de Vega M., Barber H. A. (2004). Event-related potentials elicited by morphological, homographic, orthographic and semantic priming. J. Cogn. Neurosci. 16, 598–608. 10.1162/089892904323057326Dyer, A., MacSweeney, M., Szczerbinski, M., Green, L., & Campbell, R. (2003). Predictors of reading delay in deaf adolescents: The relative contributions of rapid automatized naming speed and phonological awareness and decoding. Journal of Deaf Studies and Deaf Education, 8, 215-229.Gaustad, M. G. & Kelly, R. R. (2004). The relationship between reading achievement and morpho-logical word analysis in deaf and hearing students matched for reading level. Journal of Deaf Studies and Deaf Education, 9, 269–285. Gaustad, M. G. (2000). Morphographic analysis as a word identification strategy for deaf readers. Journal of Deaf Studies and Deaf Education, 5(1), 60-80.Gaustad, M. G., Kelly, R. R., Payne, J. A. & Lylak, E. (2002). Deaf and hearing students’ morphological knowledge applied to printed English. American Annals of the Deaf, 144, 320–324.Gough, P. B., & Tunmer, W.E. (1986). Decoding, reading and reading disability. Remedial and Special Education, 7, 6-10.Guldenoglu, B. (2016). The effects of syllable-awareness skills on the word-reading performances of students reading in a transparent orthography. International Electronic Journal of Elementary Education, 8(3), 425–442Güldenoğlu, B., Kargin, T., & Miller, P. (2012). İyi ve zayıf okuyucuların kelime işlemleme ve okuduğunu anlama becerilerinin karşılaştırılmalı olarak incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri (KUYEB), 12(4), 2807-2828.Hanson, V. L., & Fowler, C. A. (1987). Phonological coding in word reading: Evidence from hearing and deaf readers. Memory & Cognition, 15(3), 199-207. Hanson, V. L., & McGarr, N. S. (1989). Rhyme generation by deaf adults. Journal of Speech and Hearing Research, 32, 2-11.Harris, M., & Beech, J. R. (1995). Reading development in prelingually deaf children. In K. E. Nelson & Z. Reger (Eds.), Children’s language (Vol. 8., pp. 181-202). Hillsdale, NJ: Erlbaum.Hoien T., Lundberg, I., Stanovich, K. E. ve Bjaalid, I. K. (1995). Components of phonological awareness. Reading and Writing, 7, 171-188.Holt, J. A. (1993). Stanford achievement test – 8th edition: Reading comprehension subgroup results. American Annals of the Deaf, 138, 172–175. Holt, J. A., Traxler, C. B., & Allen, T. E. (1996). Interpreting the scores: A user’s guide to the 9th edition Stanford Achievement Test for educators of deaf and hard-of-hearing students (Unpublished manuscript). Gallaudet University, Washington, DC.Hoogmoed, A. H., Verhoeven, L., Schreuder, R., & Knoors, H. (2011). Morphological sensitivity in deaf readers of Dutch. Applied Psycholinguistics, 32(03), 619-634.Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading and Writing: An Interdisciplinary Journal, 2, 127–160.Izzo, A. (2002). Phonemic awareness and reading ability: An investigation with young readers who are deaf. American Annals of the Deaf, 147, 18-29.Jackson, N. E., & Coltheart, M. (2001). Routes to reading success and failure: Toward an integrated cognitive psychology of atypical reading. Philadelphia, PA, US: Psychology.Kargın T., Güldenoğlu, B. & Miller, P. (2014). İşiten ve İşitme Engelli Okuyucuların Harf İşlemleme ve Kelime İşlemleme Becerileri Arasındaki İlişkinin İncelenmesi. Kuram ve Uygulamada Eğitim Bilimleri, 14(6), 2213-2238.Kargin, T., Guldenoglu, I. B., Miller, P., Hauser, P., Rathmann, C., Kubus, O., & Superegon, E. (2011). Differences in word processing skills of deaf and hearing individuals reading in different orthographies. Journal of Developmental and Physical Disabilities, 24, 64–83. doi:10.1007/ s10882-011-9255-zKemps, R. J., Wurm, L. H., Ernestus, M., Schreuder, R., & Baayen, H. (2005). Prosodic cues for morphological complexity in Dutch and English. Language and Cognitive Processes, 20(1-2), 43-73.Lewis. R. B., & Doorlag, D. H. (1983). Teaching special studies in mainstream. Ohio: Charles E. Merill Publishing Company.Leybaert, J. (2000). Phonology acquired through the eyes and spelling in deaf children. Journal of Experimental Child Psychology, 75, 291-318.Mahony, D. (1994). Using sensitivity to word structure to explain variance in high school and college level reading ability. Reading and Writing: An Interdisciplinary Journal, 6, 19– 44.Mahony, D., Singson, M., & Mann, V. (2000). Reading ability and sensitivity to morphological relations. Reading & Writing, 12, 191-218.Marschark, M., & Harris, M. (1996). Success and failure in learning to read: The special case of deaf children. In C. Cornoldi & J. Oakhill (Eds.), Reading comprehension difficulties: Processes and intervention (pp. 279-300). Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers.Mcguckıan, M.& Henry, A. (2007). The grammatical morpheme deficit in moderate hearing impairment. International Journal of Language and Communication Disorders, 42, 117-136.Miller, P. (1997). The effect of communication mode on the development of phonemic awareness in prelingually deaf students. Journal of Speech and Hearing Research, 40, 1151-1163.Miller, P. (2000). Syntactic and semantic processing in Hebrew readers with prelingual deafness. American Annals of the Deaf, 145, 436–451. Miller, P. (2004a). Processing of written words by individuals with prelingual deafness. Journal of Speech, Language, and Hearing Research, 47, 979–989. Miller, P. (2004b). Processing of written word and non-word visual information by individuals with prelingual deafness. Journal of Speech, Language, and Hearing Research, 47, 990–1000. Miller, P. (2005a). Reading comprehension and its relation to the quality of functional hearing: Evidence from readers with different functional hearing abilities. American Annals of the Deaf, 150, 305–323. Miller, P. (2005b). What the word recognition skills of prelingually deafened readers tell about the roots of dyslexia. Journal of Development & Physical Disabilities, 17, 369–393.Miller, P. (2006a). What the processing of real words and pseudo-homophones tell about the development of orthographic knowledge in prelingually deafened individuals. Journal of Deaf Studies and Deaf Education, 11, 21-38. Miller, P. (2006b). What the visual word recognition skills of prelingually deafened readers tell about their reading comprehension problems. Journal of Developmental and Physical Disabilities, 18, 91-121.Miller, P. (2010). Phonological, orthographic, and syntactic awareness and their relation to reading comprehension in prelingually deaf individuals: What can we learn from skilled readers? Journal of Development and Physical Disabilities, 22, 549–561.Miller, P., Kargın, T., & Guldenoglu, B. (2012). Differences in the reading of shallow and deep orthography: Developmental evidence from Hebrew and Turkish readers. Journal of Research in Reading, 1-24. doi:10.1111/j.1467-9817.2012.01540.xNielsen, D. C., & Luetke-Stahlman, B. (2002). Phonological awareness: One key to the reading proficiency of deaf children. American Annals of the Deaf, 147(3), 11-19. Norbury, C. F., Briscoe, J. & Bishop, D. V. (2001). Phonological processing, language, and literacy: A comparison of children with mild-to-moderate sensorineural hearing loss and those with specific language impairment. Journal of Child Psychology and Psychiatry, 42(3), 329-340.Padden, C., & Hanson, V. L. (2000). Search for the missing link: The development of skilled reading in deaf children. In K. Emmorey & H. Lane (Eds.), The signs of language revisited (pp. 435-447). Mahwah, NJ: Erlbaum.Perfetti, C. A., & Sandak, R. (2000). Reading optimally builds on spoken language: Implications for deaf readers. Journal of Deaf Studies and Deaf Education, 5, 32-50.Ross, A. O. (1976). Psychological aspects of learning disabilities and reading disorders. NY: MacGraw-Hill Book Company.Shankweiler, D., Cram, S., Katz, L., Fowler, A. E., Liberman, A. M., Brady, S. A., Thornton, R., Lundquist, E., Dreyer, L., Fletcher, J. M., Stuebing, K. K., Shaywitz, S. E., & Shaywitz, B. A. (1995). Cognitive profiles of reading disabled children: Comparison of language skills in phonology, morphology and syntax. Psychological Science, 6, 149-156. doi:10.1111/j.1467-9280.1995.tb00324.xShimron, J. (1993). The role of vowels in reading: A review of studies of English and Hebrew. Pyschological Bulletin, 114 (1), 52-67.Sterne, A., & Goswami, U. (2000). Phonological awareness of syllables, rhymes and phonemes in deaf children. Journal of Child Psychology and Psychiatry, 41(5), 609-625.Taft M., Kougious P. (2004). The processing of morpheme-like units in monomorphemic words. Brain Lang. 90, 9–16. 10.1016/s0093-934x(03)00415-2Taft M., Nguyen-Hoan M. (2010). A sticky stick? The locus of morphological representation in the lexicon. Lang. Cogn. Process. 25, 277–296 10.1080/01690960903043261Torgesen, J. K., Wagner, R. K. ve Rashotte, C. A. (1997). Prevention and remediation of severe reading disabilities: Keeping the end in mind. Scientific Studies of Reading, 1(3), 217-234.Transler, C., Gombert, J. E., & Leybaert, J. (2001). Phonological decoding in severely and profoundly deaf children: Similarity judgment between written pseudowords. Applied Psycholinguistics, 22, 61-82.Traxler, C. (2000). The Stanford achievement test, 9th edition: National norming and performance standards for deaf and hard-of-hearing students. Journal of Deaf Studies and Deaf Education, 5, 337–348.Tunmer, W. E. (2008). Recent developments in reading intervention research: Introduction to special issue. Reading and Writing, 21, 299-316. doi: 10.1007/s11145-007-9108-4.Waters, G. S., & Doehring, D. B. (1990). Reading acquisition in congenitally deaf children who communicate orally: Insights from an analysis of component reading, language, and memory skills. In T. H. Carr & B. A. Levy (Eds.), Reading and its development: Component skills approaches (pp. 323-373). San Diego, CA: Academic. Wauters, L. N., Van Bon, W. H. J., & Tellings, A. J. M. (2006). Reading comprehension of Dutch deaf children. Reading and Writing, 19, 49-76.Wysocki, K., & Jenkins, J. (1987). Deriving word meanings through morphological generalization. Reading Research Quarterly, xxii(1), 66–81.Zeshan, U. (2002). Sign Language in Turkey: The story of a hiddenlanguage. Turkic Languages 6(2), 229-274.
Toplam 1 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Tevhide Kargın 0000-0002-1243-8486

Birkan Güldenoğlu 0000-0002-9629-1505

Halime Miray Sümer 0000-0002-1470-8195

Yayımlanma Tarihi 1 Haziran 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 20 Sayı: 2

Kaynak Göster

APA Kargın, T., Güldenoğlu, B., & Sümer, H. M. (2019). Morfolojik Farkındalık Becerilerinin Okuma Sürecindeki Rolünün Gelişimsel Bakış Açısıyla İncelenmesi: İşiten ve İşitme Engelli Okuyuculardan Bulgular. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 20(2), 339-367. https://doi.org/10.21565/ozelegitimdergisi.456557




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