Investigation of the home heading patterns of families with children with Hearing Impairment: IÇEM case

Aileler, çocuklarının okuryazarlıklarının geliştirilmesinde önemli bir rol oynamaktadır. Bu durum çalışmasında işitme engelli çocukların aileleri ile olan okuma örüntüleri incelenmeye çalışılmıştır. Bu bağlamda, çalışmada ailelerin çocukları ile evdeki okuma örüntülerinin neler olduğu ve çocukların ev okuma örüntüleriııdeki tercihleri nedenleri ile birlikte irdelenmiştir. Veriler, İÇEM olarak bilinen Anadolu Üniversitesi'ne bağlı "Engelli Çocuklar Eğitim Araştırma ve Uygulama Merkezi" nde öğrenim gören çocukların velilerinden oluşan 64 katılımcıdan toplanmıştır. Bu okul Türkiye'deki çocuklara yönelik bu bağlamdaki tek okul niteliği taşımaktadır. Veri toplama araçları olarak anket ve görüşme kullanılmıştır. Bulgular, aile katılımının daha forma! bir düzeyde gerçekleşmesi gerektiğine işaret etmekte, bu bulgulara yönelik tartışma ve önerilere de yer verilmektedir.

Ailelerin çocuklarıyla okuma örüntülerinin incelenmesi: İÇEM örneği

Parents play a critical role in the literacy development of their children. The current case study explores the reading patterns that parents have with their children with hearing impairment. First, the home reading patterns of parents with their children were investigated. Then, the home reading patterns preferred by children were addressed along with the reasons of those preferences. The data were collected from 64 parents in a school called İÇEM (i.e. Education and Research Center for Hearing Impaired Children). The school in which this study was conducted is a unique school for Turkish children with hearing impairment. Data collection tools were a questionnaire and semi structured interviews. The results of the study revealed that parental involvement should be emphasized on a more formal level which can be achieved through various ways.

PDF

___

Allen, T. E., & Schoem, S. R. (1997). Educating deaf and hard of-hearing youth: What works best? Paper presented at the Combined Otolaryngological Spring Meetings of the American Academy of Otolaryngology. Scottsdale, AZ.
Anderson, R .C, Wilson, P. T. & Fielding, L.G. (1988). Growth in reading and how children spend their time outside of school. Reading Research Quarterly, 23, 285-303.
Baker,L. (2003). The role of parents in motivating struggling readers. Reading & Writing Quarterly, 19, 87-106,
Calderon, R. (2000). Parental involvement in deaf children's education programs as a predictor of child's language. Early Reading, and Social-Emotional Development Journal of Deaf Studies and Deaf Education 5, 2.
Clark, R.M. (1990). Why disadvantaged children succeed. Public Welfare (Spring): 17-23. Retrieved December 28, 2011 from http://www.michigan.gov/documents/Final_Parent_Involvement_Fact_Sheet_14732_7.pdf
Collins,L., & Matthey,S. (2001). Helping parents to read with their children: evaluation of an individual and group reading motivation programme. Journal of Research in Reading, 24 (1),65-81.
Corbett, P. (2010, April 30). Parents not reading to children - survey. Message posted to http://www.whitehallpages.net/news/! 59068
Fantuzzo, J., & McWayne, C. (2002). The relationship between peer-play interactions in the family context and dimensions of school readiness for low-income preschool children. Journal of Educational Psychology, 94(1), 79-87.
Feagin, J., Orum, A., & Sjoberg, G. (Eds.). (1991). A case for case study. Chapel Hill, NC: University of North Carolina Press.
Lin Q. (2002). Parent involvement and early literacy. Retrieved December 29, 2011 from http://www.hfrp.org/publications-resources/publications-series/family-involvement-research-digests/parent-involvement-and-early-literacy?print= 1
Marschark, M., & Harris, M. (1996). Success and failure in learning to read: The special case of deaf children. In J. Oakhill & C.Cornoldi (Eds.), Children's reading comprehension disabilities: Processes and intervention (pp. 279-300). Mahwah, NJ: Erlbaum.
Miles, M. & Huberman, M. (1944). Qualitative data analysis, 2nd ed. Thousand Oaks, CA: Sage
Musselman, C. (2000). How do children who can't hear learn to read an alphabetic script? A review of the literature on reading and deafness. Journal of Deaf Studies & Deaf Education, 5,9-31.
Nord, C. W., Lennon, J., Liu, B., & Chandler, K. (2000). Home literacy activities and signs of children's emerging literacy, 1993 and 1999 [NCES Publication 2000-026]. Washington DC: National Center for Education Statistics.
Reaney, L. M., Denton, K. L., & West, J. (2002, April). Enriching environments: The relationship of home educational activities, extracurricular activities and community resources to kindergartners' cognitive performance. Paper presented at the annual conference of the American Educational Research Association, New Orleans, LA.
Schirmer, B. R. (2000). Language and literacy development in children who are deaf (2nd ed.). Boston: Allyn and Bacon, Inc.
Scribner, J. D., Young, M. D., & Pedroza, A. (1999). Building collaborative relationships with parents. In P. Reyes, J. D. Scribner, & A. P. Scribner (Eds.), Lessons from high-performing Hispanic schools: Creating learning communities (pp. 36-60). New York: Teachers College Press.
Shoham, S. (2011). Classroom collections and reading patterns. 66th IFLA Council and General Conference Proceedings. Retrieved December 28, 2011 from http://archive.ifla.org/IV/ifla66/papers/075-133e.htm
Steensel, R.V. (2006). Relations between socio-cultural factors, the home literacy environment and children's literacy development in the first years of primary education. Journal of Research in Reading, 29(4), 367-382.
Yan, W., & Lin, Q. (2002, April). Parent involvement and children's achievement: Race and income differences. Paper presented at the annual conference of American Educational Research Association, New Orleans, LA.
Yin, R. (1994). Case study research: Design and methods (2nd ed.). Thousand Oaks, CA: Sage Publishing