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

Yıl 2015, , 111 - 144, 01.01.2015

H. Pelin Karasu , Ümit Girgin , Hasan Gürgür

https://doi.org/10.17569/tojqi.67264

Cited By: 1

Öz

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.

Anahtar Kelimeler

Language experience approach, literacy skills, hearing-impaired child

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

Öz

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. 

Anahtar Kelimeler

Dil deneyim yaklaşımı, okuma yazma becerileri, işitme engelli çocuk

Kaynakça

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