TWO APPROACHES OF TEACHING WRITTEN EXPRESSION FOR HEARING IMPAIRED STUDENTS AND THEIR ASSESSMENT

Volume: 40 Number: 186 May 1, 2010
  • Behram Erdiken
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TWO APPROACHES OF TEACHING WRITTEN EXPRESSION FOR HEARING IMPAIRED STUDENTS AND THEIR ASSESSMENT

Abstract

Developing language skills is the responsibility of language instruction to hearing-impaired individuals throughout all education levels. The research data on language instruction to hearing-impaired students have pointed out language that there is an insufficiency in language instruction. There are several approaches in Turkish instruction for Turkish in Turkey. While one of them is called whole language, the other is skill based. Based on the whole language approach the learners integrate reading, writing, listening and talking skills and construct the meaning in natural contexts. The skill based approach stresses focusing on specific skills identified as developmentally important in reading and writing. The balanced literacy approach is the combination of the whole language and skill based approaches. The author has described the literature in writing, the approaches of writing instruction. In addition, he has introduced a tool developed for assessing written expressions.

Keywords

Details

Primary Language

Turkish

Subjects

-

Journal Section

-

Authors

Behram Erdiken This is me

Publication Date

May 1, 2010

Submission Date

May 1, 2010

Acceptance Date

-

Published in Issue

Year 2010 Volume: 40 Number: 186

IZ

https://izlik.org/JA99GT73MC

Cite

RIS / Bibtex
APA
Erdiken, B. (2010). İŞİTME ENGELLİ ÖĞRENCİLERE YAZILI ANLATIM ÖĞRETİMİNDE İKİ YAKLAŞIM VE DEĞERLENDİRME. Milli Eğitim Dergisi, 40(186), 85-105. https://izlik.org/JA99GT73MC
AMA
1.Erdiken B. İŞİTME ENGELLİ ÖĞRENCİLERE YAZILI ANLATIM ÖĞRETİMİNDE İKİ YAKLAŞIM VE DEĞERLENDİRME. Milli Eğitim Dergisi. 2010;40(186):85-105. https://izlik.org/JA99GT73MC
Chicago
Erdiken, Behram. 2010. “İŞİTME ENGELLİ ÖĞRENCİLERE YAZILI ANLATIM ÖĞRETİMİNDE İKİ YAKLAŞIM VE DEĞERLENDİRME”. Milli Eğitim Dergisi 40 (186): 85-105. https://izlik.org/JA99GT73MC.
EndNote
Erdiken B (May 1, 2010) İŞİTME ENGELLİ ÖĞRENCİLERE YAZILI ANLATIM ÖĞRETİMİNDE İKİ YAKLAŞIM VE DEĞERLENDİRME. Milli Eğitim Dergisi 40 186 85–105.
IEEE
[1]B. Erdiken, “İŞİTME ENGELLİ ÖĞRENCİLERE YAZILI ANLATIM ÖĞRETİMİNDE İKİ YAKLAŞIM VE DEĞERLENDİRME”, Milli Eğitim Dergisi, vol. 40, no. 186, pp. 85–105, May 2010, [Online]. Available: https://izlik.org/JA99GT73MC
ISNAD
Erdiken, Behram. “İŞİTME ENGELLİ ÖĞRENCİLERE YAZILI ANLATIM ÖĞRETİMİNDE İKİ YAKLAŞIM VE DEĞERLENDİRME”. Milli Eğitim Dergisi 40/186 (May 1, 2010): 85-105. https://izlik.org/JA99GT73MC.
JAMA
1.Erdiken B. İŞİTME ENGELLİ ÖĞRENCİLERE YAZILI ANLATIM ÖĞRETİMİNDE İKİ YAKLAŞIM VE DEĞERLENDİRME. Milli Eğitim Dergisi. 2010;40:85–105.
MLA
Erdiken, Behram. “İŞİTME ENGELLİ ÖĞRENCİLERE YAZILI ANLATIM ÖĞRETİMİNDE İKİ YAKLAŞIM VE DEĞERLENDİRME”. Milli Eğitim Dergisi, vol. 40, no. 186, May 2010, pp. 85-105, https://izlik.org/JA99GT73MC.
Vancouver
1.Behram Erdiken. İŞİTME ENGELLİ ÖĞRENCİLERE YAZILI ANLATIM ÖĞRETİMİNDE İKİ YAKLAŞIM VE DEĞERLENDİRME. Milli Eğitim Dergisi [Internet]. 2010 May 1;40(186):85-105. Available from: https://izlik.org/JA99GT73MC