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Supporting a Hearing Impaired Child’s Literacy Development With Language Experience Approach

Year 2015, , 111 - 144, 01.01.2015
https://doi.org/10.17569/tojqi.67264

Abstract

Language Experience Approach (LEA) emphasizes the synergy among listening, speaking, reading and writing skills and suggests considering learners’ experiences while preparing reading materials. The aim of the current study is to investigate LEA’s supportive role in a hearing impaired child’s literacy development. In line with this aim the study modeled as an action research. Participants of the study are teacher researcher, validity committee members, a hearing impaired child (studying second grade), and the child’s teacher. Data sources of the study are researcher’s diary, documents, interviews, activity plans, activities’ video records and informal evaluations. Findings suggest that the process emerged is two phases. The first phase is writing and talking about events in sequences cards, whereas the second phase covers word banks and syntax activities. The results suggest LEA; creates opportunities for oral language development, facilitates using oral cues and expression of thoughts (both oral and written), enables probing vocabulary and syntax problems and provides opportunities for preparing individualized activities.

References

  • Brantlinger, E., Jimenez, R., Klingner, J., Pugach, M. ve Richardson, V. (2005). Qualitative studies in special education. Exceptional Children, 71, 195-207.
  • Chaleff, C. ve Ritter, M. (2001). The use of miscue analysis with deaf readers. The Reading Teacher, 55(2), 190-200.
  • Chute, P. M. ve Nevins, M. E. (2003). Educational challenges for children with cochlear implants. Topics in Language Disorders, 23(1), 57-67.
  • Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (2nd ed.). Upper Saddle River, NJ: Pearson Education.
  • Dorr, R. E. (2006). Something old is new again: Revisiting language experience. The Reading Teacher, 60(2), 138-146.
  • Geers, A. E., Nicholas, J. G. ve Moog, J. S. (2007). Estimating the influence of cochlear implantation on language development in children. Audiological Medicine, 5, 262- 273.
  • Girgin, Ü. (2012). Phonic-based sentence method for students with hearing impairment: A case study from Turkey. Saarbrücken: LAP Lambert Academic Publishing.
  • Harp, B. ve Brewer, J. A. (2005). The informed reading teacher: Research-based practice. New Jersey: Prentice Hall, Inc.
  • Heilman, A. W., Blair, T. R. ve Rupley, W. H. (2002). Principles and practices of teaching reading (10th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
  • Johnson, R. B. ve Christensen, L. B. (2004). Educational research: Quantative, qualitative, and mixed approach. Boston, MA: Allyn and Bocan.
  • LaSasso, C. J. ve Mobley, R. T. (1997). National survey of reading instruction for deaf or hard-of-hearing students in the U.S. Volta Review, 99(1), 31-58.
  • Lewis, S. (1997). Supporting reading within an auditory oral approach. International Conference on Deaf Education. [Available online at: http://www.ssc.education.ed.ac.uk/resources/deaf/slewis.html], Retrieved on April 12, 2009.
  • Marschark, M. ve Spencer, P. E. (2009). Evidence of best practice models and outcomes in the education of deaf and hard-of-hearing children: An international review. National Council for Special Education Reports No: 1. [Available online at: http://www.ncse.ie/uploads/1/1_NCSE_Deaf.pdf], Retrieved on December 05, 2013.
  • Maxwell, J. A. (2005). Qualitative research design: An interactive approach (2nd ed.). Thousand Oaks, CA: Sage.
  • Mertler, C. A. (2006). Action research: Teachers as researchers in the classroom. Thousand Oaks, CA: Sage.
  • Miller, W. H. (2005). Improving early literacy: Strategies and activities for struggling students (K-3). San Francisco: Jossey-Bass.
  • Mills, G. E. (2003). Action research. A Guide for the teacher researcher. Upper Saddle River, NJ: Merrill, Prentice Hall, Inc.
  • Moog, J. S. ve Geers, A. E. (1991). Educational management of children with cochlear implants. American Annals of the Deaf, 136(2), 69-76.
  • Moog, J. S. ve Geers, A. E. (2003). Epilogue: Major findings, conclusions and implications for deaf education. Ear & Hearing, 24, 121-125.
  • Öz, E. ve Öz, S. (2013). İlköğretim 2. sınıf Türkçe öğretmen kılavuz kitabı. Ankara: Bilim ve Kültür Yayınları Ltd. Şti.
  • Pakulski, L. A. ve Kaderavek, J. N. (2012). Facilitating literacy using experience books: A case study of two children with hearing loss. Communication Disorders Quarterly 25(4), 179-188.
  • Rasinski, T. ve Padak, N. (2004). Effective reading strategies: Teching children who find reading difficult (3rd ed.). New Jersey: Pearson Education, Inc.
  • Reutzel, D. R. ve Cooter, R. B. (1996). Teaching children to read : From basals to books (2nd ed.). New Jersey: Merrill/Prentice Hall.
  • Richek, M. A., Caldwell, J. S., Jennings, J. H. ve Lerner, J. W. (2002). Reading problems: Assessment and teaching strategies (4th ed.). Boston: Allyn and Bacon.
  • Schickedanz, J. A. (1990). The jury is still out on the effects of whole language and language experience approaches for beginning reading: A critigue of Stahl and Miller’s study. Review of Educational Research, 60(1), 127-131.
  • Schirmer, B. R. (2000). Language and literacy development in children who are deaf (2nd ed.). Boston: Allyn and Bacon, Inc.
  • Somekh, B. (2006). Action research: A methodology for change and development. Maidenhead: Open University Press.
  • Stahl, S. A. ve Miller, P. D. (1989). Whole language and language experience approaches for beginning reading: A quantitative research synthesis. Review of Educational Research, 59(1), 87-116.
  • Yıldırım, A. ve Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri (5.baskı).
  • Ankara: Seçkin Yayıncılık.
  • Yin, R. K. (2003). Case study research: Design and methods (3rd ed.). Thousand Oaks, CA: Sage.
  • Zwiers, J. (2005). Building reading comprehension habits in grades 6-12: A toolkit of classroom activities (3rd ed.). Menlo Park: International Reading Association.

İşitme Engelli Bir Çocuğun Okuma Yazma Becerilerinin Dil Deneyim Yaklaşımı İle Desteklenmesi

Year 2015, , 111 - 144, 01.01.2015
https://doi.org/10.17569/tojqi.67264

Abstract

Dil Deneyim Yaklaşımı; dinleme, konuşma, okuma ve yazma becerilerinin bir arada kullanılması ve okuma materyallerinin öğrencilerin deneyimleriyle oluşturulması temeline dayanmaktadır. Bu araştırmanın amacı, işitme engelli bir çocuğun okuma yazma becerilerinin gelişiminin Dil Deneyim Yaklaşımı ile desteklenme sürecinin incelenmesidir. Araştırma, bu amaç doğrultusunda, eylem araştırması şeklinde desenlenmiştir. Araştırmanın katılımcıları; araştırmacı öğretmen, geçerlik komitesi üyeleri, ilkokul 2. sınıfa devam eden işitme engelli bir öğrenci ve sınıf öğretmenidir. Araştırma verileri; araştırmacı günlüğü, belgeler, görüşmeler, uygulama planları, uygulama videoteyp kayıtları ve formel olmayan değerlendirmeler kullanılarak elde edilmiştir. Araştırma bulguları, sürecin iki evrede gerçekleştiğini göstermektedir. Bu evreler; sıralı kartlardaki olayların sözlü ve yazılı dille paylaşılması ile kelime bankası ve sözdizimi etkinliğidir. Araştırma sonuçları; dil deneyim uygulamalarının sözlü dilin gelişmesi için fırsatlar sağladığını, sözel ipuçlarının kullanılmasına, düşüncelerin sözlü ve yazılı dille ifade edilmesine olanak verdiğini, sözcük dağarcığı ve sözdizimine ilişkin ihtiyaçların belirlenmesini sağlayarak öğrencinin düzeyine uygun etkinliklerin hazırlanmasına fırsat sağladığını göstermektedir. 

References

  • Brantlinger, E., Jimenez, R., Klingner, J., Pugach, M. ve Richardson, V. (2005). Qualitative studies in special education. Exceptional Children, 71, 195-207.
  • Chaleff, C. ve Ritter, M. (2001). The use of miscue analysis with deaf readers. The Reading Teacher, 55(2), 190-200.
  • Chute, P. M. ve Nevins, M. E. (2003). Educational challenges for children with cochlear implants. Topics in Language Disorders, 23(1), 57-67.
  • Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (2nd ed.). Upper Saddle River, NJ: Pearson Education.
  • Dorr, R. E. (2006). Something old is new again: Revisiting language experience. The Reading Teacher, 60(2), 138-146.
  • Geers, A. E., Nicholas, J. G. ve Moog, J. S. (2007). Estimating the influence of cochlear implantation on language development in children. Audiological Medicine, 5, 262- 273.
  • Girgin, Ü. (2012). Phonic-based sentence method for students with hearing impairment: A case study from Turkey. Saarbrücken: LAP Lambert Academic Publishing.
  • Harp, B. ve Brewer, J. A. (2005). The informed reading teacher: Research-based practice. New Jersey: Prentice Hall, Inc.
  • Heilman, A. W., Blair, T. R. ve Rupley, W. H. (2002). Principles and practices of teaching reading (10th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
  • Johnson, R. B. ve Christensen, L. B. (2004). Educational research: Quantative, qualitative, and mixed approach. Boston, MA: Allyn and Bocan.
  • LaSasso, C. J. ve Mobley, R. T. (1997). National survey of reading instruction for deaf or hard-of-hearing students in the U.S. Volta Review, 99(1), 31-58.
  • Lewis, S. (1997). Supporting reading within an auditory oral approach. International Conference on Deaf Education. [Available online at: http://www.ssc.education.ed.ac.uk/resources/deaf/slewis.html], Retrieved on April 12, 2009.
  • Marschark, M. ve Spencer, P. E. (2009). Evidence of best practice models and outcomes in the education of deaf and hard-of-hearing children: An international review. National Council for Special Education Reports No: 1. [Available online at: http://www.ncse.ie/uploads/1/1_NCSE_Deaf.pdf], Retrieved on December 05, 2013.
  • Maxwell, J. A. (2005). Qualitative research design: An interactive approach (2nd ed.). Thousand Oaks, CA: Sage.
  • Mertler, C. A. (2006). Action research: Teachers as researchers in the classroom. Thousand Oaks, CA: Sage.
  • Miller, W. H. (2005). Improving early literacy: Strategies and activities for struggling students (K-3). San Francisco: Jossey-Bass.
  • Mills, G. E. (2003). Action research. A Guide for the teacher researcher. Upper Saddle River, NJ: Merrill, Prentice Hall, Inc.
  • Moog, J. S. ve Geers, A. E. (1991). Educational management of children with cochlear implants. American Annals of the Deaf, 136(2), 69-76.
  • Moog, J. S. ve Geers, A. E. (2003). Epilogue: Major findings, conclusions and implications for deaf education. Ear & Hearing, 24, 121-125.
  • Öz, E. ve Öz, S. (2013). İlköğretim 2. sınıf Türkçe öğretmen kılavuz kitabı. Ankara: Bilim ve Kültür Yayınları Ltd. Şti.
  • Pakulski, L. A. ve Kaderavek, J. N. (2012). Facilitating literacy using experience books: A case study of two children with hearing loss. Communication Disorders Quarterly 25(4), 179-188.
  • Rasinski, T. ve Padak, N. (2004). Effective reading strategies: Teching children who find reading difficult (3rd ed.). New Jersey: Pearson Education, Inc.
  • Reutzel, D. R. ve Cooter, R. B. (1996). Teaching children to read : From basals to books (2nd ed.). New Jersey: Merrill/Prentice Hall.
  • Richek, M. A., Caldwell, J. S., Jennings, J. H. ve Lerner, J. W. (2002). Reading problems: Assessment and teaching strategies (4th ed.). Boston: Allyn and Bacon.
  • Schickedanz, J. A. (1990). The jury is still out on the effects of whole language and language experience approaches for beginning reading: A critigue of Stahl and Miller’s study. Review of Educational Research, 60(1), 127-131.
  • Schirmer, B. R. (2000). Language and literacy development in children who are deaf (2nd ed.). Boston: Allyn and Bacon, Inc.
  • Somekh, B. (2006). Action research: A methodology for change and development. Maidenhead: Open University Press.
  • Stahl, S. A. ve Miller, P. D. (1989). Whole language and language experience approaches for beginning reading: A quantitative research synthesis. Review of Educational Research, 59(1), 87-116.
  • Yıldırım, A. ve Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri (5.baskı).
  • Ankara: Seçkin Yayıncılık.
  • Yin, R. K. (2003). Case study research: Design and methods (3rd ed.). Thousand Oaks, CA: Sage.
  • Zwiers, J. (2005). Building reading comprehension habits in grades 6-12: A toolkit of classroom activities (3rd ed.). Menlo Park: International Reading Association.
There are 32 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

H. Pelin Karasu

Ümit Girgin

Hasan Gürgür This is me

Publication Date January 1, 2015
Submission Date February 6, 2015
Published in Issue Year 2015

Cite

APA Karasu, H. P., Girgin, Ü., & Gürgür, H. (2015). İşitme Engelli Bir Çocuğun Okuma Yazma Becerilerinin Dil Deneyim Yaklaşımı İle Desteklenmesi. Turkish Online Journal of Qualitative Inquiry, 6(1), 111-144. https://doi.org/10.17569/tojqi.67264
AMA Karasu HP, Girgin Ü, Gürgür H. İşitme Engelli Bir Çocuğun Okuma Yazma Becerilerinin Dil Deneyim Yaklaşımı İle Desteklenmesi. TOJQI. January 2015;6(1):111-144. doi:10.17569/tojqi.67264
Chicago Karasu, H. Pelin, Ümit Girgin, and Hasan Gürgür. “İşitme Engelli Bir Çocuğun Okuma Yazma Becerilerinin Dil Deneyim Yaklaşımı İle Desteklenmesi”. Turkish Online Journal of Qualitative Inquiry 6, no. 1 (January 2015): 111-44. https://doi.org/10.17569/tojqi.67264.
EndNote Karasu HP, Girgin Ü, Gürgür H (January 1, 2015) İşitme Engelli Bir Çocuğun Okuma Yazma Becerilerinin Dil Deneyim Yaklaşımı İle Desteklenmesi. Turkish Online Journal of Qualitative Inquiry 6 1 111–144.
IEEE H. P. Karasu, Ü. Girgin, and H. Gürgür, “İşitme Engelli Bir Çocuğun Okuma Yazma Becerilerinin Dil Deneyim Yaklaşımı İle Desteklenmesi”, TOJQI, vol. 6, no. 1, pp. 111–144, 2015, doi: 10.17569/tojqi.67264.
ISNAD Karasu, H. Pelin et al. “İşitme Engelli Bir Çocuğun Okuma Yazma Becerilerinin Dil Deneyim Yaklaşımı İle Desteklenmesi”. Turkish Online Journal of Qualitative Inquiry 6/1 (January 2015), 111-144. https://doi.org/10.17569/tojqi.67264.
JAMA Karasu HP, Girgin Ü, Gürgür H. İşitme Engelli Bir Çocuğun Okuma Yazma Becerilerinin Dil Deneyim Yaklaşımı İle Desteklenmesi. TOJQI. 2015;6:111–144.
MLA Karasu, H. Pelin et al. “İşitme Engelli Bir Çocuğun Okuma Yazma Becerilerinin Dil Deneyim Yaklaşımı İle Desteklenmesi”. Turkish Online Journal of Qualitative Inquiry, vol. 6, no. 1, 2015, pp. 111-44, doi:10.17569/tojqi.67264.
Vancouver Karasu HP, Girgin Ü, Gürgür H. İşitme Engelli Bir Çocuğun Okuma Yazma Becerilerinin Dil Deneyim Yaklaşımı İle Desteklenmesi. TOJQI. 2015;6(1):111-44.