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İŞİTME KAYIPLI ÖĞRENCİLERİN MORFOLOJİK BİLGİ VE BECERİLERİNİN GELİŞİMSEL OLARAK İNCELENMESİ

Year 2021, Volume: 11 Issue: 2, 441 - 457, 26.06.2021

Halime Miray Sümer Dodur , Tevhide Kargın , Birkan Güldenoğlu

https://doi.org/10.30783/nevsosbilen.869739

Abstract

Bu araştırmanın amacı, işitme kayıplı öğrencilerin morfolojik bilgi ve becerilerinin farklı okuma düzeylerinde (sözcük/cümle/ paragraf düzeylerinde) gelişimsel bir bakış açısıyla işiten akranlarıyla karşılaştırmalı olarak incelenmesidir. Araştırmaya farklı eğitim düzeylerinde (ilkokul, ortaokul ve lise) öğrenimlerine devam eden 135 işitme kayıplı öğrenci ile onlarla aynı sınıf düzeyinde 148 işiten öğrenci katılmıştır. Araştırmadan elde edilen bulgular çalışmaya katılan işitme kayıplı öğrencilerin tüm düzeylerde (duyarlılık, bilgi ve beceri) işiten akranlarına göre morfolojik bilgi ve becerilerinde ciddi sınırlılıklar yaşadıklarını göstermektedir. Sonuç olarak, çalışmaya dahil edilen işitme kayıplı öğrencilerin tüm düzeylerde (sözcük, cümle, paragraf düzeyi) işiten akranlarına göre morfolojik farkındalık bilgi ve becerilerinde ciddi sınırlılıklar yaşadıkları açıktır. Çalışma sonunda ulaşılan sonuçların işitme kayıplı öğrencilerin okuma ve okuduğunu anlama için temel becerilerden biri olan morfolojik farkındalık bilgi ve becerilerindeki durumlarını betimlemesi ve onların daha temel düzeyde kazanmaları beklenen basit morfolojik yapıları ve bu yapıların sözcüklere yükledikleri anlamları bile kazanamadıklarını göstermesi adına önemli olduğu düşünülmektedir. Elde edilen sonuçlara daha geniş bir çerçeveden bakacak olursak, yaşamlarında karşılaştıkları tüm yazılı materyallerin konuşulan Türkçeye uygun olarak hazırlanması, işitme kayıplı öğrencilerin konuşulan dile özgü temel dilbilgisel (ortografi, sözdizimi, morfoloji vb.) kuralları öğrenmelerini zorunlu kılmaktadır.

Keywords

İşitme Kaybı Morfolojik bilgi Okuduğunu Anlama

References

  • Aksan, D. (2005). Türkçenin zenginlikleri incelikleri [Richness and delicacies of Turkish] (1st Ed.). Bilgi Publishing.
  • Başaran, M. (2013). Okuduğunu anlamanın bir göstergesi olarak akıcı okuma. [Reading fluency as an indicator of reading comprehension]. Kuram ve Uygulamalarda Eğitim Bilimleri, 13(4), 2277-2290. http://doi.org/10.12738/estp.2013.4.1922
  • Chamberlain, C., and Mayberry, R. (2000). Theorizing about the relationship between ASL and reading. In C. Chamberlain, J. Morford, and R. Mayberry (Eds.), Language Acquisition by Eye (pp. 221-259). Mahwah.
  • Clark, M. D., Gilbert, G., and Anderson, M. (2011). Morphological knowledge and decoding skills of deaf readers. Psychology, Vol.2, 109-116. http://doi.org/10.4236/psych.2011.2201
  • Coppens, K.M., Tellings, A., Verhoeven, L., and Schreuder, R. (2013). Reading vocabulary in children with and without hearing loss: The roles of task and word type. Journal of Speech, Language, and Hearing Research, 56 (2), 654-686. http://doi.org/10.1044/1092-4388(2012/11-0138)
  • Deacon, H. S., and Kirby, J. R. (2004). Morphological awareness: Just “more phonological”? The roles of morphological and phonological awareness in reading development. Applied Psycholinguistics, 25, 223–238. http://doi.org/10.1017.S0124716404001117
  • Delage, H., & Tuller, L. (2007). Language development and mild-to-moderate hearing loss: Does language normalize with age?. Journal of Speech, Language, and Hearing Research, 50, 1300-1313. http://doi.org/10.1044/1092-4388(2007/091)
  • Gaustad, M. G. (2000). Morphological analysis as a word identification strategy for deaf readers. Journal of Deaf Studies and Deaf Education, 5, 60-80. http://doi.org/10.1093/deafed/5.1.60
  • Gaustad, M. G., and Kelly, R. R. (2004). The relationship between reading achievement and morphological word analysis in Deaf and Hearing students matched for reading level. Journal of Deaf Studies and Deaf Education, 9, 269-285. http://doi.org/10.1093/deafed/enh030
  • Gaustad, M. G., Kelly, R. R., Payne, J.-A., and Lylak, E. (2002). Deaf and hearing students' morphological knowledge applied to printed English. American Annals of the Deaf, 147, 5-21. http://doi.org/10.1353/aad.2012.0264
  • Guo, L. Y., Spencer, L. J., and Tomblin, J. B. (2013). Acquisition of tense marking in English-speaking children with cochlear implants: A longitudinal study. Journal of deaf studies and deaf education, 18(2), 187-205. http://doi.org/10.1093/deafed/ens069
  • Işıkdoğan-Uğurlu, N. (2017). İşitme engelli okuyucuların biçim - sözdizimsel (morpho - syntax) farkındalık becerilerinin eylemlerde uyum ve zaman kategorileri açısından karşılaştırılması [A comparative examination of prelingually deaf readers morpho - syntax awareness skills in verbs terms of tense and agreement categori̇es (Doctoral dissertation)] . Ankara University, Institute of Education Sciences. http://tez.yok.gov.tr/UlusalTezMerkezi/ (Tez No. 419287)
  • Izzo, A. (2002). Phonemic awareness and reading ability: An investigation with young readers who are deaf, American Annals of the Deaf, 147, 18-29. doi: 10.1353/aad.2012.0242
  • Kemps, R., Wurm, L., Ernestus, M., Schreuder, R., and Baayen, R. H. (2005). Prosodic cues for morphological complexity in Dutch and English. Language and Cognitive Processes, 20, 43–73. http://doi.org/10.1080/01690960444000223
  • Laçin, E. (2016). İşitme engelli öğrencilerin biçimbilim farkındalık becerilerinin işiten akranları ile karşılaştırmalı olarak incelenmesi [Comparing the morphological awareness skills of deaf and hearing students (Master thesis)]. Ankara University, Institute of Education Sciences. http://tez.yok.gov.tr/UlusalTezMerkezi/ (Tez No. 419274)
  • Luckner, J.L. and Cooke, C. (2010). A summary of the vocabulary research with students who are deaf or hard of hearing. American Annals of the Deaf, 155 (1), 38-67. http://doi.org/10.1353/aad.0.0129
  • Mahony, D., Singson, M., and Mann, V. (2000). Reading ability and sensitivity to morphological relations. Reading and Writing, 12, 191–218. http://doi.org/10.1023/a:1008136012492
  • Makaroğlu, B. (2012). İşitme engelli yetişkinlerin Türkçe biçimbilimi farkındalığı [Turkish Morphology Awareness of Deaf Adults]. Dil ve Edebiyat Eğitimi Dergisi, 1(3), 53-63.
  • Makaroğlu, B., and Ergenç, İ. (2016). Inflectıonal Morphologıcal Awareness Of Turkısh Deaf Students. Ankara Üniversitesi Sosyal Bilimler Dergisi, 7(1), 30-46. http://doi.org/10.1501/sbeder_0000000109
  • Marschark, M., and Harris, M., (1996). Success and Failure in Learning to Read: The Special Case (?) of Deaf Children. In C. Cornoldi ve J. Oakhill (Eds.), Reading comprehension disabilities: Processes and intervention (pp. 279-300), Hillsdale.
  • McGuckian, M., and Henry, A. (2007).The grammatical morpheme deficit in moderate hearing impairment. International Journal of Language and Communication Disorders, 42 (Suppl). pp. 117-136. http://doi.org/10.1080/13682820601171555
  • Miller, P., (2000). Syntactic and Semantic Processing in Deaf and Hearing Readers, American Annals of the Deaf, 145, 436-448. http://doi.org/10.1353/aad.2012.0116
  • Miller, P., (2005). Reading experience and changes in the processing of letters, written words and pseudohomophones: Comparing fifth grades students and university students. The Journal of Genetic Psychology, 166(4), 407-434. http://doi.org/10.3200/GNTP.166.4.407-434
  • Miller, P. (2009). The nature and efficiency of the word reading strategies of orally raised deaf students. Journal of Deaf Studies and Deaf Education, 14(3), 344-361. http://doi.org/10.1093/deafed/enn044
  • 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. http://doi.org/10.1007/s10882-010-9195-z
  • Norbury, C.F., Bishop, D.V.M., and Briscoe, J. (2001). Production of English finite verb morphology: A comparison of mild-moderate hearing impairment and specific language impairment. Journal of Speech, Language and Hearing Research, 44, 165-178. http://doi.org/10.1044/1092-4388(2001/015)
  • Picard, C.J. 2001. Handbook for personel serving students who are deaf or hard hearing. Louisiana Department of Education, www.doe.state.la.us\lde\uploads\965.pdf
  • Roberts, A.J. (2000). Factors influencing behavioural problems in preschool deaf children. Academic Press.
  • Shimron, J. (2006). Reading Hebrew: The language and the psychology of reading it. Routledge.
  • Traxler, C. (2000). The Stanford Achievement Test (9th ed.): National norming and performance standards for deaf and hard-of-hearing students, Journal of Deaf Study and Deaf Education, 5, 337-345. http://doi.org/10.1093/deafed/5.4.337
  • Van Hoogmoed, A. H., Verhoeven, L., Schreuder, R., and Knoors, H. (2011). Morphological sensitivity in deaf readers of Dutch. Applied Psycholinguistics, 32(3), 619-634. http://doi.org/10.1017/S0142716411000245
  • Vaughn, S., Linan-Thompson, S., and Hickman-Davis, P. (2003). Response to treatment as a means for identifying students with reading/ learning disabilities. Exceptional Children, 69(4), 391–410. https://doi.org/10.1177/001440290306900401

Year 2021, Volume: 11 Issue: 2, 441 - 457, 26.06.2021

Halime Miray Sümer Dodur , Tevhide Kargın , Birkan Güldenoğlu

https://doi.org/10.30783/nevsosbilen.869739

Abstract

References

  • Aksan, D. (2005). Türkçenin zenginlikleri incelikleri [Richness and delicacies of Turkish] (1st Ed.). Bilgi Publishing.
  • Başaran, M. (2013). Okuduğunu anlamanın bir göstergesi olarak akıcı okuma. [Reading fluency as an indicator of reading comprehension]. Kuram ve Uygulamalarda Eğitim Bilimleri, 13(4), 2277-2290. http://doi.org/10.12738/estp.2013.4.1922
  • Chamberlain, C., and Mayberry, R. (2000). Theorizing about the relationship between ASL and reading. In C. Chamberlain, J. Morford, and R. Mayberry (Eds.), Language Acquisition by Eye (pp. 221-259). Mahwah.
  • Clark, M. D., Gilbert, G., and Anderson, M. (2011). Morphological knowledge and decoding skills of deaf readers. Psychology, Vol.2, 109-116. http://doi.org/10.4236/psych.2011.2201
  • Coppens, K.M., Tellings, A., Verhoeven, L., and Schreuder, R. (2013). Reading vocabulary in children with and without hearing loss: The roles of task and word type. Journal of Speech, Language, and Hearing Research, 56 (2), 654-686. http://doi.org/10.1044/1092-4388(2012/11-0138)
  • Deacon, H. S., and Kirby, J. R. (2004). Morphological awareness: Just “more phonological”? The roles of morphological and phonological awareness in reading development. Applied Psycholinguistics, 25, 223–238. http://doi.org/10.1017.S0124716404001117
  • Delage, H., & Tuller, L. (2007). Language development and mild-to-moderate hearing loss: Does language normalize with age?. Journal of Speech, Language, and Hearing Research, 50, 1300-1313. http://doi.org/10.1044/1092-4388(2007/091)
  • Gaustad, M. G. (2000). Morphological analysis as a word identification strategy for deaf readers. Journal of Deaf Studies and Deaf Education, 5, 60-80. http://doi.org/10.1093/deafed/5.1.60
  • Gaustad, M. G., and Kelly, R. R. (2004). The relationship between reading achievement and morphological word analysis in Deaf and Hearing students matched for reading level. Journal of Deaf Studies and Deaf Education, 9, 269-285. http://doi.org/10.1093/deafed/enh030
  • Gaustad, M. G., Kelly, R. R., Payne, J.-A., and Lylak, E. (2002). Deaf and hearing students' morphological knowledge applied to printed English. American Annals of the Deaf, 147, 5-21. http://doi.org/10.1353/aad.2012.0264
  • Guo, L. Y., Spencer, L. J., and Tomblin, J. B. (2013). Acquisition of tense marking in English-speaking children with cochlear implants: A longitudinal study. Journal of deaf studies and deaf education, 18(2), 187-205. http://doi.org/10.1093/deafed/ens069
  • Işıkdoğan-Uğurlu, N. (2017). İşitme engelli okuyucuların biçim - sözdizimsel (morpho - syntax) farkındalık becerilerinin eylemlerde uyum ve zaman kategorileri açısından karşılaştırılması [A comparative examination of prelingually deaf readers morpho - syntax awareness skills in verbs terms of tense and agreement categori̇es (Doctoral dissertation)] . Ankara University, Institute of Education Sciences. http://tez.yok.gov.tr/UlusalTezMerkezi/ (Tez No. 419287)
  • Izzo, A. (2002). Phonemic awareness and reading ability: An investigation with young readers who are deaf, American Annals of the Deaf, 147, 18-29. doi: 10.1353/aad.2012.0242
  • Kemps, R., Wurm, L., Ernestus, M., Schreuder, R., and Baayen, R. H. (2005). Prosodic cues for morphological complexity in Dutch and English. Language and Cognitive Processes, 20, 43–73. http://doi.org/10.1080/01690960444000223
  • Laçin, E. (2016). İşitme engelli öğrencilerin biçimbilim farkındalık becerilerinin işiten akranları ile karşılaştırmalı olarak incelenmesi [Comparing the morphological awareness skills of deaf and hearing students (Master thesis)]. Ankara University, Institute of Education Sciences. http://tez.yok.gov.tr/UlusalTezMerkezi/ (Tez No. 419274)
  • Luckner, J.L. and Cooke, C. (2010). A summary of the vocabulary research with students who are deaf or hard of hearing. American Annals of the Deaf, 155 (1), 38-67. http://doi.org/10.1353/aad.0.0129
  • Mahony, D., Singson, M., and Mann, V. (2000). Reading ability and sensitivity to morphological relations. Reading and Writing, 12, 191–218. http://doi.org/10.1023/a:1008136012492
  • Makaroğlu, B. (2012). İşitme engelli yetişkinlerin Türkçe biçimbilimi farkındalığı [Turkish Morphology Awareness of Deaf Adults]. Dil ve Edebiyat Eğitimi Dergisi, 1(3), 53-63.
  • Makaroğlu, B., and Ergenç, İ. (2016). Inflectıonal Morphologıcal Awareness Of Turkısh Deaf Students. Ankara Üniversitesi Sosyal Bilimler Dergisi, 7(1), 30-46. http://doi.org/10.1501/sbeder_0000000109
  • Marschark, M., and Harris, M., (1996). Success and Failure in Learning to Read: The Special Case (?) of Deaf Children. In C. Cornoldi ve J. Oakhill (Eds.), Reading comprehension disabilities: Processes and intervention (pp. 279-300), Hillsdale.
  • McGuckian, M., and Henry, A. (2007).The grammatical morpheme deficit in moderate hearing impairment. International Journal of Language and Communication Disorders, 42 (Suppl). pp. 117-136. http://doi.org/10.1080/13682820601171555
  • Miller, P., (2000). Syntactic and Semantic Processing in Deaf and Hearing Readers, American Annals of the Deaf, 145, 436-448. http://doi.org/10.1353/aad.2012.0116
  • Miller, P., (2005). Reading experience and changes in the processing of letters, written words and pseudohomophones: Comparing fifth grades students and university students. The Journal of Genetic Psychology, 166(4), 407-434. http://doi.org/10.3200/GNTP.166.4.407-434
  • Miller, P. (2009). The nature and efficiency of the word reading strategies of orally raised deaf students. Journal of Deaf Studies and Deaf Education, 14(3), 344-361. http://doi.org/10.1093/deafed/enn044
  • 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. http://doi.org/10.1007/s10882-010-9195-z
  • Norbury, C.F., Bishop, D.V.M., and Briscoe, J. (2001). Production of English finite verb morphology: A comparison of mild-moderate hearing impairment and specific language impairment. Journal of Speech, Language and Hearing Research, 44, 165-178. http://doi.org/10.1044/1092-4388(2001/015)
  • Picard, C.J. 2001. Handbook for personel serving students who are deaf or hard hearing. Louisiana Department of Education, www.doe.state.la.us\lde\uploads\965.pdf
  • Roberts, A.J. (2000). Factors influencing behavioural problems in preschool deaf children. Academic Press.
  • Shimron, J. (2006). Reading Hebrew: The language and the psychology of reading it. Routledge.
  • Traxler, C. (2000). The Stanford Achievement Test (9th ed.): National norming and performance standards for deaf and hard-of-hearing students, Journal of Deaf Study and Deaf Education, 5, 337-345. http://doi.org/10.1093/deafed/5.4.337
  • Van Hoogmoed, A. H., Verhoeven, L., Schreuder, R., and Knoors, H. (2011). Morphological sensitivity in deaf readers of Dutch. Applied Psycholinguistics, 32(3), 619-634. http://doi.org/10.1017/S0142716411000245
  • Vaughn, S., Linan-Thompson, S., and Hickman-Davis, P. (2003). Response to treatment as a means for identifying students with reading/ learning disabilities. Exceptional Children, 69(4), 391–410. https://doi.org/10.1177/001440290306900401
There are 32 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Halime Miray Sümer Dodur 0000-0002-1470-8195

Tevhide Kargın 0000-0002-1243-8486

Birkan Güldenoğlu 0000-0002-9629-1505

Publication Date June 26, 2021
Published in Issue Year 2021 Volume: 11 Issue: 2

Cite

APA Sümer Dodur, H. M., Kargın, T., & Güldenoğlu, B. (2021). İŞİTME KAYIPLI ÖĞRENCİLERİN MORFOLOJİK BİLGİ VE BECERİLERİNİN GELİŞİMSEL OLARAK İNCELENMESİ. Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi, 11(2), 441-457. https://doi.org/10.30783/nevsosbilen.869739
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