The Effect of Texts Enriched with Visual Materials on Reading-Comprehension Skills of Hearing Impaired Students
Abstract
Purpose: The aim of this study is to determine the importance of visual materials in reading-comprehension and text analysis problems of hearing impaired students. For this purpose, the effects of the texts prepared with pictures and without pictures on the academic achievement of the students were evaluated.
Design/Methodology/Approach: Descriptive method was used in the study. The reason why this method is preferred is that the classes in the practice school are a branch. The number of students in these branches is not sufficient to form a control group within the branch. For this, single group pretest-posttest pattern was preferred. Non-Illustrated-Text Reading Comprehension and Text Analysis were used as pre-test and Illustrated Text Reading Comprehension and Text Analysis study papers were used as post-test. The data were evaluated by using comparison method with class based and person based.
Findings: As a result of the study, it was determined that the illustrated texts are understood better and the text analysis is done better than the texts without pictures. However, the inverse proportion between grade levels UTW and PTW mean, it was concluded that the hearing impaired students needed less visual texts with their age. Therefore, for the younger age groups, the text with too few pictures resulted in an increase in the pictured text difference in favor of the text in parallel with the advancement of age.
Highlights: It is important that the teaching materials in all lessons, especially for Turkish lessons and generally based on reading, comprehension and interpretation, are illustrated as much as possible. Therefore, curricula should be enriched urgently. All teaching materials of schools providing education to hearing impaired children should be different and varied from the materials used in other normal schools. According to the audio results, the success of students with high hearing loss is quite low. For this reason, a planning should be made according to the audio results of all students, and flexible texts should be created in a way that the frequency of pictures in the same text varies even if the main ideas in the texts remain the same. Accordingly, the “audio status-text picture frequency” scale should be developed.
Keywords
descriptive research model, reading comprehension and text analysis, Turkish lesson, hearing impaired children, special education
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