İşitme Engelli Öğrencilerde Dengeli Okuma Yazma Öğretimi Yaklaşımıyla Sözcük Dağarcığı Geliştirme Stratejileri

Öz

Sözcük dağarcığı, bireylerin anlamını bildiği ve kullandığı sözcükleri içerir. İşitenlerde olduğu gibi işitme engelli öğrencilerle yapılan araştırmalar, sözcük dağarcığı gelişimi ile okuduğunu anlama arasında kuvvetli bir ilişki olduğunu göstermektedir. Okuma yazma becerilerinin geliştirilmesinde çeşitli sözcük dağarcığı geliştirme stratejileri kullanılmaktadır. Bu stratejiler alanyazında dolaylı ve doğrudan sözcük dağarcığı geliştirme öğretimi başlıkları altında toplanmaktadır. Dolaylı ve doğrudan sözcük dağarcığı geliştirme stratejilerinin Dengeli Okuma Yazma Öğretimi Yaklaşımı ile planlandığı dersler, öğrencilerin sözcük dağarcığı gelişimini olumlu etkilemektedir. Bu makalede işitme engelli öğrencilerin sözcük dağarcıklarını geliştirme strateji türleri ve bu stratejilerin derslerde uygulanması sırasında dikkat edilmesi gereken temel özellikler hakkında bilgiler sunulmaktadır.

Anahtar Kelimeler

• Sözcük Dağarcığı Geliştirme Stratejileri, Dengeli Okuma Yazma Öğretimi Yaklaşımı, Okuduğunu Anlama, İşitme Engelli Öğrenciler.

Vocabulary Development Strategies for Hearing Impaired Students Based on the Balanced Literacy Instructional Approach

Öz

Vocabulary knowledge includes the words that individuals know their meanings and use them. The research findings on vocabulary development of both normally hearing and hearing impaired individuals have showed that there is a strong relationship between reading comprehension and vocabulary development. Balanced Literacy Instruction Approach provides students functional, purposeful, and meaningful vocabulary activities. Various activities and strategies fostering vocabulary development could be designed based on the principles of the Balanced Literacy Instruction Approach. Based on the principles of this approach combination of direct and indirect vocabulary instruction strategies is recommended in the literature. In this paper it is aimed to introduce the types of vocabulary developing strategies used for hearing impaired individuals and their basic features that should be known in their application during the classroom instructions.

Anahtar Kelimeler

• Vocabulary Developing Strategies, Balanced Literacy Instructional Approach, Reading Comprehension, Hearing Impaired Youths.

Kaynakça

1. Ahn, S. (1996). A study of incidental vocabulary learning from context during natural reading in students with hearing impaired.” PhD Thesis, Paul. The Ohio State University.
2. Asselin, M. (1999). Balanced Literacy. Teacher Librarian. Oct 99, 27(1).
3. Blachowicz, C.L.Z., Fisher, P.J., Ogle, D., ve Watts-Taffe, S. (2008). Vocabulary: Question from the classroom. Reading Research Quarterly, 41(4): 524-529.
4. Collins, N.D. (1994). Metacognition an learning to read. ERIC Clearinghouse on Reading English and Communication. http://www. vtaide.com/png/ ERIC /Read-to-learn.htm. Erişim Tarihi: 23.01.2006.
5. Cramer, R.L. (2004). The Language Arts, A Balanced Approach to Teaching Reading, Writing, Listening, Talking and Thinking. Boston, Newyork, San Francisco. Pearson Inc.
6. Diamond, L. ve Gutlohn, L. (2006). Teaching Vocabulary. http://www.ldon line.org/article/9943. Erişim Tarihi: 25.04.2008.
7. Duffy, A. M. (1999). Characteristics of exemplary first-grade literacy instruction. The Reading Teacher. 61: 239-2464.
8. Fountas, I.C. ve Pinel, G.S. (1996). Guided Reading, Good Firs Teaching for All Children. Portsmouth, NH. Heinemann Educational Books.

9. Fox, B.J. (1983). Tecahing Occupational Vocabulary in the Industrial Arts Classroom. Man Society Technology. January, 42: 6-9.
10. Girgin, Ü. (2006). Evaluation of Turkish Hearing Impaired Reading Comprehension with the Miscue Analysis Inventory. International Journal of Special Education. 21(3): 68-84.
11. Glynn, S.M., Aultman, L.P. ve Owens, A.M. (2005). Motivation to Learn in General Edication Programs. The Journal of General 54(2): 150-170. Education.
12. Goodman, K. (1986). What’s whole in whole language. Portsmouth NH, Heinemann Educational Books.
13. Harrel, A. ve Jordan, M. (2002). 50 Active Learning Strategies for Improving Reading Comprehension. Ohio: Merril Prentice Hall.
14. Hiebert, E.H. ve Kamil, M.L. (2005). Teaching and Learning Vocabulary. Bringingi Research to Practice. New Jersey, London. Lawrence Erlbaum Associates Publisher.
15. Howell, J.J. ve Luckner, L.J. (2009). Helping one deaf student develop content literacy. Communication Disorders Quarterly, 25(1): 23-27.
16. İşler, A.ù. (2004). “Sanat Eğitiminde Disiplinlerarası-Tematik Yaklaşım” Milli Eğitim Dergisi, 163,Yaz.
17. Kretchmer, R.R. ve Kretchmer, L.W. (1978). Language development and intervention with the hearing impaired. Baltimore, Maryland: University Park.
18. La Sasso, C. ve Davey, B. (1987). The relationship between lexical knowledge and reading comprehension for prelingually, profoundly hearing-impaired students. Volta Review, 89: 211-220.
19. Luckner, J. L. ve Cooke, C. (2010). A Summary of the Vocabulary Resarch With Who Are Deaf or Hard of Hearing. American Annals of the Deaf, Spring, 155(1): 38-67.
20. Nagy W. E., Anderson, R. C. ve Herman, P. A. (1987). Learning Word Meaning From Context During Normal Reading. American Educational Research Journal, Summer, 24(2): 237-270.
21. Nagy, W.E. (1988). Teaching Vocabulary to Improve Reading Comprehension. Newark, DE: International Reading.
22. NIFL (b.t.). Partnership. www.nifl.gov/partnershipforreading/publicAtions/readingfirst1vocab.ht ml. Erişim Tarihi: 06.07.2007.
23. Paul, V.P. (1996). Reading Vocabulary Knowledge and Deafness. Journal of Deaf Studies and Deaf Education. Winter 1:1.
24. Rasinski, T. ve Padak, N. (2004). Effective Reading Strategies: Teaching Children Who Find Reading Difficult. Columbus: Upper Saddle River.
25. Reutzel, R.D. ve Cooter, R.B. (1999). Balanced Reading Strategies and Practices, Assessing and Assisting Readers with Special Needs. New Jersey Columbus, Ohio. Merril ve Prentice Hall.
26. Rubin, D. ve Opitz, M.F. (2007). Diagnosis and Improvement in Reading Instruction. Boston: Pearson.
27. Rupley, W.H. ve Nichols, W.D. (2005). Vocabulary instruction for the struggling reader. Reading ve Writing Quarterly, 21: 239-260.
28. Schatz, E.K. ve Baldwin, R.S. (1986). Context Clues are Unreliable Predictors of Word Meaning. Reading Research Quarterly, 21: 429-453.
29. Schirmer, B.R. (2000). Language and literacy development in children who are deaf. Boston, MA: Allyn and Bacon.
30. Searfoss, L.W., Readence, J.E. (1989). Helping Children Learn to Read. Boston. Allyn and Bacon.
31. Stahl, S.A. ve Fairbanks, M.M. (1986). The effects of vocabulary instruction: A Model Based Meta-Analysis. Reviewof Educational Research, Spring, 56(1): 72-110.
32. Stahl, S.A. ve Nagy, W.E. (2006). Teaching Word Meanings. New Jersey, Literacy Teaching Series, Lawrence Erlbaum Associates. Inc.
33. Strassman, B.K., (1997). Metacognition and reading in children who are deaf: a review of the research. Journal of Deaf Studies and Deaf Education, 2: 140–9.
34. Tompkins, G.E. (2007). Literacy for the 21st Century, Teaching Reading and Writing in Prekindergarten Through Grade 4. New Jersey Columbus, Ohio. Merril Prentice-Hall.
35. Walker, L., Munro, J. ve Rickards, F.W. (1998). Literal and inferencial comprehension for student who are deaf or hard of hearing. The Volta Review, 100 (2): 87-104.