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İşitme Yetersizliği Olan Çocuklarda Resimli Çocuk Kitaplarının Kullanımı: Literatür Taraması

Year 2020, Volume 4, Issue 2, 45 - 66, 10.10.2020

Abstract

Küçük çocukların eğitiminde resimli çocuk kitapları sıklıkla kullanılmaktadır. Resimli çocuk kitapları farklılıklar ve yetersizlikler gibi karmaşık konuların aktarılması için en etkili araçlardan biridir. Yapılan araştırmalar hem tipik gelişim gösteren hem işitme yetersizliğine sahip çocukların gelişiminde, özellikle erken okuryazarlığın desteklenmesinde, resimli çocuk kitaplarının önemini ortaya koymuştur. Bu çalışmanın amacı işitme yetersizliği olan 0-6 yaş çocuklarına yönelik resimli çocuk kitaplarının kullanıldığı araştırmaların incelenmesidir. Bu amaç doğrultusunda, işitme yetersizliği olan 0-6 yaş çocuklarını konu alan, 2001-2019 yılları arasında yayınlanmış, Web of Science, Education Resources Information Center (ERIC) ve Scopus veri tabanlarında taranan 30 araştırma makalesi incelenmiştir. İncelenen çalışmalar amaçlarına göre; normal işiten ve işitme yetersizliği olan çocukların karşılaştırılması, uygulanan müdahale programının etkisinin incelenmesi, mevcut durumun betimlenmesi ve strateji belirleme olmak üzere 4 kategoride ele alınmıştır. Ayrıca, araştırmaların amaçları değerlendirilerek ilgili alandaki eksiklikler ortaya konmuştur. Son olarak, çalışmanın bulguları ışığında araştırmacılara önerilerde bulunulmuştur.

References

  • Andrews, J. F & Zmijewski, G. (1997). How parents support home literacy with deaf children. Early Child Development and Care, 127–128: 131–139.
  • Andrews, J.F., Liu, H.T., Liu, C.J., Gentry, M.A. & Smith, Z. (2017) Increasing early reading skills in young signing deaf children using shared book reading: A feasibility study. Early Child Development and Care, 187(3-4), 583-599. doi: 10.1080/03004430.2016.1210135
  • Aram, D., Ingber, S. & Konkol, S. (2010). Promoting alphabetic skills of young children with hearing loss in co-enrollment versus individual inclusion. Educational Studies in Language and Literature, 10(1), 139-165.
  • Berke, M. (2013). Reading books with young deaf children: Strategies for mediating between American Sign Language and English. Journal of Deaf Studies and Deaf Education,18(3), 299- 311.
  • Bianquin, N. & Sacchi, F. (2017). More than just pictures: Using picture books to broaden young learners’ disability understanding. Proceedings,1(890), 1-10. doi:10.3390/proceedings1090890
  • Bishop J. & Gregory, S. (1985). Mothers and teachers looking at books with deaf children. Child Language Teaching and Therapy, 1, 149–161.
  • Bus, A. G., van Ijzendoorn, M. H. & Pellegrini, A. D. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research, 65, 1–21.
  • Bushman, B., & Fagan, M. K. (2018). Public Library Programs and accommodations for deaf and hard-of-hearing children in the United States. The Journal of Deaf Studies and Deaf Education, 24(2), 74-83.
  • Chilton, H. (2017). Tricks, lies and mistakes: Identifying Theory of Mind concepts within storybooks shared with deaf children. Deafness & Education International, 19(2), 75-83. doi: 10.1080/14643154.2017.1357779.
  • Chilton, H. & Beazley, S. (2018). Reading the mind or only the story? Sharing fiction to develop ToM with deaf children. Communication Disorders Quarterly, 39(4), 466-476. doi: 10.1177/1525740117741170.
  • Cole, E.M.; Valentine, D.P. (2000). Multiethnic children portrayed in children’s picture books. Child and Adolescent Social Work Journal, 17(4), 305–317. doi:10.1023/A:1007550124043.
  • Colombo, J. (2007). Joint book reading in the second year and vocabulary outcomes. Journal of Research in Childhood Education, 33, 1-15.
  • Creswell, J. W. (2017). Araştırma deseni nitel, nicel ve karma yöntem yaklaşımları (4. Baskıdan Çeviri, Çev. Edt.S. B. Demir). Ankara: Eğiten Kitap.
  • Davey, L. (2009). The application of case study evaluations.(Çev: Tuba Gökçek). Elementary Education Online, 8(2), 1-3. DesJardin, J. L., Ambrose, S. E., & Eisenberg, L. S. (2008). Literacy skills in children with cochlear implants: The importance of early oral language and joint storybook reading. Journal of deaf studies and deaf education, 14(1), 22-43.
  • Dirks, E. & Wauters, L. (2018). It takes two to read: Interactive reading with young deaf and hard-of-hearing children. Journal of Deaf Studies and Deaf Education, 23(3), 261-270. doi:10.1093/deafed/eny005
  • Donne, V. & Briley, M.L. (2015). Multimedia storybooks: Supporting vocabulary for students who are deaf/hard-of-hearing. International Journal of Special Education, 30(2), 94-106.
  • Fung, P. C., Chow, B. W. Y. & McBride-Chang, C. (2005). The impact of a dialogic reading program on deaf and hard-of-hearing kindergarten and early primary school–aged students in Hong Kong, Journal of Deaf Studies and Deaf Education, 10(1), 82-95, doi:10.1093/deafed/eni005.
  • Gioia, B. (2001) The emergent language and literacy experiences of three deaf preschoolers. International Journal of Disability, Development and Education, 48(4), 411-428. doi: 10.1080/10349120120094293
  • Golos, D., & Moses, A. M. (2011). Representations of deaf characters in children’s picture books. American Annals of the Deaf, 156 (3), 270–282.
  • Golos, D.B.; Moses, A.M.; Wolbers, K.A. (2012). Culture or disability? Examining deaf characters in children’s book illustrations. Early Childhood Education, 40(4), 239–249, doi:10.1007/s10643-012-0506-0.
  • Janjua, F., Woll, B. & Kyle, J. (2002). Effects of parental style of interaction on language development in very young severe and profound deaf children. International Journal of Pediatric Otorhinolaryngology, 64, 193–205.
  • Kaderavek, J. N., & Pakulski, L. A. (2007). Mother—child story book interactions: Literacy orientation of pre-schoolers with hearing impairment. Journal of Early Childhood Literacy, 7(1), 49-72.
  • Kargın, T. (2007). Baş makale: Eğitsel değerlendirme ve bireyselleştirilmiş eğitim programı hazırlama süreci, Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 8(1),1-13.
  • Kerr, B. M., & Mason, J. M. (1993). Awakening literacy through interactive story reading. In F. Lehr & L. Osborn (Eds.), Reading, language and literacy (pp. 133–148). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Koss, M.D. (2015). Diversity in contemporary picture books: A content analysis. Journal of Children's Literature, 41(1), 32-42, doi:10.3389/fpsyg.2013.00889.
  • Merriam, S. B. (2013). Nitel araştırma: Desen ve uygulama için bir rehber (3. Baskıdan Çeviri, Çev. Edt. S. Turan). Ankara: Nobel Yayın Dağıtım.
  • Messier, J. & Wood, C. (2015). Facilitating vocabulary acquisition of children with cochlear implants using electronic storybooks. Journal of Deaf Studies and Deaf Education, 20(4), 356-373. doi:10.1093/deafed/env031.
  • Mueller, V., & Hurtig, R. (2009). Technology-enhanced shared reading with deaf and hard-of-hearing children: The role of a fluent signing narrator. Journal of Deaf Studies and Deaf Education, 15(1), 72-101.
  • Muñoz-Silva, A. & Sánchez-García, M. (2004). Maternal distancing strategies toward twin sons, one with mild hearing loss: A case. American Annals of the Deaf, 149(4), 360-369.
  • Nascimento, G. B. & Kessler, T. M. (2015). Effects of workshops about storytelling through children's books realized with deaf children relatives. Revista CEFAC, 17(4), 1103-1114.
  • National Association of Education of Young Children (NAEYC). (2012). NAEYC/IRA position statement. Young Children, 53, 30–46.
  • National Early Literacy Panel. (2009). Developing early literacy: Report of the national early literacy panel. Jessup, MD: National Institute for Literacy.
  • Nelson, L.H., Stoddard, S.M., Fryer, S.L. & Muñoz, K. (2019). Increasing engagement of children who are DHH during parent–child storybook reading. Communication Disorders Quarterly, 00(0), 1–10. doi: 10.1177/152574011881966.
  • Peterson, C. C. and P. Slaughter, V. P. (2006). Telling the story of theory of mind: Deaf and hearing children’s narratives and mental state understanding. British Journal of Developmental Psychology, 24, 151–179, DOI:10.1348/026151005X60022.
  • Pınar, E. S. (2006). Dünyada ve Türkiye’de erken çocukluk özel eğitiminin gelişimi ve erken çocukluk özel eğitim uygulamaları, Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 7(2) 71-83.
  • Raver, S. A., Bobzien, J., Richels, C. Hester, P. & Anthony, N. (2014). Using dyad-specific social stories to increase communicative and social skills of preschoolers with hearing loss in self-contained and inclusive settings. International Journal of Inclusive Education, 18(1), 18-35. doi: 10.1080/13603116.2012.756543
  • Rottenberg, C. J. (2001). A deaf child learns to read. American Annals of the Deaf, 146(3), 270-275. doi:10.1353/aad.2012.0107 Schwarz, A.L., Guajardo, J. & Hart, R. (2017) How do communication modes of deaf and hard-of-hearing prereaders influence teachers' read-aloud goals?. Deafness & Education International, 19(3-4), 115-125. doi:10.1080/14643154.2017.1392768
  • Senechal, M., & LeFevre, J. A. (2001). Storybook reading and parent teaching: Links to language and literacy development. New Directions for Child and Adolescent Development, 92, 39–52.
  • Sonnenschein, S. & Munsterman, K. (2002). The influence of home-based reading interactions on 5-year-olds’ reading motivations and early literacy development. Early Childhood Research Quarterly, 17(3), 318–337.
  • Swanwick, R., & Watson, L. (2007). Parents sharing books with young deaf children in spoken English and in BSL: The common and diverse features of different language settings. Journal of deaf studies and deaf education, 12(3), 385-405.
  • Trivette, C. M., Dunst, C. J. & Gorman, E. (2010). Effects of parent-mediated joint book reading on the early language development of toddlers and preschoolers. Center for Early Literacy Learning, 3, 1–15.
  • Trussell, J.W. & Easterbrooks, S.R. (2013). The Effect of Enhanced Storybook Interaction on Signing Deaf Children’s Vocabulary. Journal of Deaf Studies and Deaf Education, 19(3), 319-332. doi:10.1093/deafed/ent055.
  • Trussell, J.W., Dunagan, J., Kane, J. & Cascioli, T. (2017). The effects of interactive storybook reading with preschoolers who are deaf and hard-of-hearing. Topics in Early Childhood Special Education, 37(3), 147-163. doi: 10.1177/0271121417720015
  • UNICEF (2015). Focus on children with disabilities in Central and Eastern Europe And Central Asia. https://www.unicef.org/eca/media/1001/file/report_focus_on_children_with_disabilities.pdf adresinden 18.11.2019 tarihinde erişilmiştir.
  • Zaidman-Zait, A. & Dromi, E. (2007). Analogous and distinctive patterns of prelinguistic communication in toddlers with and without hearing loss. Journal of Speech, Language, and Hearing Research, 50, 1166-1180.
  • Webster, A. (2013). An international research review of literacy intervention strategies for children with severe to profound deafness. Deafness & Education International, 2(3), 128-141. https://doi.org/10.1179/146431500790561143.
  • Williams, C.L. & McLean, M.M. (1997). Young deaf children’s response to picture book reading in a preschool setting. Research in the Teaching of English, 31, 337–366.
  • Wauters, L. & Dirks, E. (2017). Interactive reading with young deaf and hard-of-hearing children in eBooks versus print books. Journal of Deaf Studies and Deaf Education, 22(2), 243–252. doi:10.1093/deafed/enw097

Year 2020, Volume 4, Issue 2, 45 - 66, 10.10.2020

Abstract

References

  • Andrews, J. F & Zmijewski, G. (1997). How parents support home literacy with deaf children. Early Child Development and Care, 127–128: 131–139.
  • Andrews, J.F., Liu, H.T., Liu, C.J., Gentry, M.A. & Smith, Z. (2017) Increasing early reading skills in young signing deaf children using shared book reading: A feasibility study. Early Child Development and Care, 187(3-4), 583-599. doi: 10.1080/03004430.2016.1210135
  • Aram, D., Ingber, S. & Konkol, S. (2010). Promoting alphabetic skills of young children with hearing loss in co-enrollment versus individual inclusion. Educational Studies in Language and Literature, 10(1), 139-165.
  • Berke, M. (2013). Reading books with young deaf children: Strategies for mediating between American Sign Language and English. Journal of Deaf Studies and Deaf Education,18(3), 299- 311.
  • Bianquin, N. & Sacchi, F. (2017). More than just pictures: Using picture books to broaden young learners’ disability understanding. Proceedings,1(890), 1-10. doi:10.3390/proceedings1090890
  • Bishop J. & Gregory, S. (1985). Mothers and teachers looking at books with deaf children. Child Language Teaching and Therapy, 1, 149–161.
  • Bus, A. G., van Ijzendoorn, M. H. & Pellegrini, A. D. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research, 65, 1–21.
  • Bushman, B., & Fagan, M. K. (2018). Public Library Programs and accommodations for deaf and hard-of-hearing children in the United States. The Journal of Deaf Studies and Deaf Education, 24(2), 74-83.
  • Chilton, H. (2017). Tricks, lies and mistakes: Identifying Theory of Mind concepts within storybooks shared with deaf children. Deafness & Education International, 19(2), 75-83. doi: 10.1080/14643154.2017.1357779.
  • Chilton, H. & Beazley, S. (2018). Reading the mind or only the story? Sharing fiction to develop ToM with deaf children. Communication Disorders Quarterly, 39(4), 466-476. doi: 10.1177/1525740117741170.
  • Cole, E.M.; Valentine, D.P. (2000). Multiethnic children portrayed in children’s picture books. Child and Adolescent Social Work Journal, 17(4), 305–317. doi:10.1023/A:1007550124043.
  • Colombo, J. (2007). Joint book reading in the second year and vocabulary outcomes. Journal of Research in Childhood Education, 33, 1-15.
  • Creswell, J. W. (2017). Araştırma deseni nitel, nicel ve karma yöntem yaklaşımları (4. Baskıdan Çeviri, Çev. Edt.S. B. Demir). Ankara: Eğiten Kitap.
  • Davey, L. (2009). The application of case study evaluations.(Çev: Tuba Gökçek). Elementary Education Online, 8(2), 1-3. DesJardin, J. L., Ambrose, S. E., & Eisenberg, L. S. (2008). Literacy skills in children with cochlear implants: The importance of early oral language and joint storybook reading. Journal of deaf studies and deaf education, 14(1), 22-43.
  • Dirks, E. & Wauters, L. (2018). It takes two to read: Interactive reading with young deaf and hard-of-hearing children. Journal of Deaf Studies and Deaf Education, 23(3), 261-270. doi:10.1093/deafed/eny005
  • Donne, V. & Briley, M.L. (2015). Multimedia storybooks: Supporting vocabulary for students who are deaf/hard-of-hearing. International Journal of Special Education, 30(2), 94-106.
  • Fung, P. C., Chow, B. W. Y. & McBride-Chang, C. (2005). The impact of a dialogic reading program on deaf and hard-of-hearing kindergarten and early primary school–aged students in Hong Kong, Journal of Deaf Studies and Deaf Education, 10(1), 82-95, doi:10.1093/deafed/eni005.
  • Gioia, B. (2001) The emergent language and literacy experiences of three deaf preschoolers. International Journal of Disability, Development and Education, 48(4), 411-428. doi: 10.1080/10349120120094293
  • Golos, D., & Moses, A. M. (2011). Representations of deaf characters in children’s picture books. American Annals of the Deaf, 156 (3), 270–282.
  • Golos, D.B.; Moses, A.M.; Wolbers, K.A. (2012). Culture or disability? Examining deaf characters in children’s book illustrations. Early Childhood Education, 40(4), 239–249, doi:10.1007/s10643-012-0506-0.
  • Janjua, F., Woll, B. & Kyle, J. (2002). Effects of parental style of interaction on language development in very young severe and profound deaf children. International Journal of Pediatric Otorhinolaryngology, 64, 193–205.
  • Kaderavek, J. N., & Pakulski, L. A. (2007). Mother—child story book interactions: Literacy orientation of pre-schoolers with hearing impairment. Journal of Early Childhood Literacy, 7(1), 49-72.
  • Kargın, T. (2007). Baş makale: Eğitsel değerlendirme ve bireyselleştirilmiş eğitim programı hazırlama süreci, Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 8(1),1-13.
  • Kerr, B. M., & Mason, J. M. (1993). Awakening literacy through interactive story reading. In F. Lehr & L. Osborn (Eds.), Reading, language and literacy (pp. 133–148). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Koss, M.D. (2015). Diversity in contemporary picture books: A content analysis. Journal of Children's Literature, 41(1), 32-42, doi:10.3389/fpsyg.2013.00889.
  • Merriam, S. B. (2013). Nitel araştırma: Desen ve uygulama için bir rehber (3. Baskıdan Çeviri, Çev. Edt. S. Turan). Ankara: Nobel Yayın Dağıtım.
  • Messier, J. & Wood, C. (2015). Facilitating vocabulary acquisition of children with cochlear implants using electronic storybooks. Journal of Deaf Studies and Deaf Education, 20(4), 356-373. doi:10.1093/deafed/env031.
  • Mueller, V., & Hurtig, R. (2009). Technology-enhanced shared reading with deaf and hard-of-hearing children: The role of a fluent signing narrator. Journal of Deaf Studies and Deaf Education, 15(1), 72-101.
  • Muñoz-Silva, A. & Sánchez-García, M. (2004). Maternal distancing strategies toward twin sons, one with mild hearing loss: A case. American Annals of the Deaf, 149(4), 360-369.
  • Nascimento, G. B. & Kessler, T. M. (2015). Effects of workshops about storytelling through children's books realized with deaf children relatives. Revista CEFAC, 17(4), 1103-1114.
  • National Association of Education of Young Children (NAEYC). (2012). NAEYC/IRA position statement. Young Children, 53, 30–46.
  • National Early Literacy Panel. (2009). Developing early literacy: Report of the national early literacy panel. Jessup, MD: National Institute for Literacy.
  • Nelson, L.H., Stoddard, S.M., Fryer, S.L. & Muñoz, K. (2019). Increasing engagement of children who are DHH during parent–child storybook reading. Communication Disorders Quarterly, 00(0), 1–10. doi: 10.1177/152574011881966.
  • Peterson, C. C. and P. Slaughter, V. P. (2006). Telling the story of theory of mind: Deaf and hearing children’s narratives and mental state understanding. British Journal of Developmental Psychology, 24, 151–179, DOI:10.1348/026151005X60022.
  • Pınar, E. S. (2006). Dünyada ve Türkiye’de erken çocukluk özel eğitiminin gelişimi ve erken çocukluk özel eğitim uygulamaları, Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 7(2) 71-83.
  • Raver, S. A., Bobzien, J., Richels, C. Hester, P. & Anthony, N. (2014). Using dyad-specific social stories to increase communicative and social skills of preschoolers with hearing loss in self-contained and inclusive settings. International Journal of Inclusive Education, 18(1), 18-35. doi: 10.1080/13603116.2012.756543
  • Rottenberg, C. J. (2001). A deaf child learns to read. American Annals of the Deaf, 146(3), 270-275. doi:10.1353/aad.2012.0107 Schwarz, A.L., Guajardo, J. & Hart, R. (2017) How do communication modes of deaf and hard-of-hearing prereaders influence teachers' read-aloud goals?. Deafness & Education International, 19(3-4), 115-125. doi:10.1080/14643154.2017.1392768
  • Senechal, M., & LeFevre, J. A. (2001). Storybook reading and parent teaching: Links to language and literacy development. New Directions for Child and Adolescent Development, 92, 39–52.
  • Sonnenschein, S. & Munsterman, K. (2002). The influence of home-based reading interactions on 5-year-olds’ reading motivations and early literacy development. Early Childhood Research Quarterly, 17(3), 318–337.
  • Swanwick, R., & Watson, L. (2007). Parents sharing books with young deaf children in spoken English and in BSL: The common and diverse features of different language settings. Journal of deaf studies and deaf education, 12(3), 385-405.
  • Trivette, C. M., Dunst, C. J. & Gorman, E. (2010). Effects of parent-mediated joint book reading on the early language development of toddlers and preschoolers. Center for Early Literacy Learning, 3, 1–15.
  • Trussell, J.W. & Easterbrooks, S.R. (2013). The Effect of Enhanced Storybook Interaction on Signing Deaf Children’s Vocabulary. Journal of Deaf Studies and Deaf Education, 19(3), 319-332. doi:10.1093/deafed/ent055.
  • Trussell, J.W., Dunagan, J., Kane, J. & Cascioli, T. (2017). The effects of interactive storybook reading with preschoolers who are deaf and hard-of-hearing. Topics in Early Childhood Special Education, 37(3), 147-163. doi: 10.1177/0271121417720015
  • UNICEF (2015). Focus on children with disabilities in Central and Eastern Europe And Central Asia. https://www.unicef.org/eca/media/1001/file/report_focus_on_children_with_disabilities.pdf adresinden 18.11.2019 tarihinde erişilmiştir.
  • Zaidman-Zait, A. & Dromi, E. (2007). Analogous and distinctive patterns of prelinguistic communication in toddlers with and without hearing loss. Journal of Speech, Language, and Hearing Research, 50, 1166-1180.
  • Webster, A. (2013). An international research review of literacy intervention strategies for children with severe to profound deafness. Deafness & Education International, 2(3), 128-141. https://doi.org/10.1179/146431500790561143.
  • Williams, C.L. & McLean, M.M. (1997). Young deaf children’s response to picture book reading in a preschool setting. Research in the Teaching of English, 31, 337–366.
  • Wauters, L. & Dirks, E. (2017). Interactive reading with young deaf and hard-of-hearing children in eBooks versus print books. Journal of Deaf Studies and Deaf Education, 22(2), 243–252. doi:10.1093/deafed/enw097

Details

Primary Language Turkish
Subjects Literature
Journal Section Articles
Authors

Tülay İLHAN İYİ> (Primary Author)
hacettepe üniversitesi
0000-0002-6735-7501
Türkiye


Neşe AŞKAR>
Sakarya Ortaokulu
0000-0002-2305-9481
Türkiye


Naciye ÖZTÜRK>
HACETTEPE ÜNİVERSİTESİ
0000-0002-4253-8365
Türkiye


Mübeccel GÖNEN>
HACETTEPE ÜNİVERSİTESİ
0000-0002-5190-1170
Türkiye

Publication Date October 10, 2020
Published in Issue Year 2020, Volume 4, Issue 2

Cite

APA İlhan İyi, T. , Aşkar, N. , Öztürk, N. & Gönen, M. (2020). İşitme Yetersizliği Olan Çocuklarda Resimli Çocuk Kitaplarının Kullanımı: Literatür Taraması . Uluslararası Çocuk Edebiyatı ve Eğitim Araştırmaları Dergisi (ÇEDAR) , 4 (2) , 45-66 . Retrieved from https://dergipark.org.tr/en/pub/chedar/issue/57237/659501

International Journal of Children's Literature and Education Researches