Birkan GÜLDENOĞLU, TEVHİDE KARGIN, Paul MİLLER

İşiten ve İşitme Engelli Okuyucuların Kelime İşlemleme Becerilerinin Karşılaştırmalı Olarak İncelenmesi

Bu çalışmanın genel amacı, işiten ve işitme engelli okuyucuların kelime işlemleme becerilerini karşılaştırmalı olarak incelemektir. Çalışmaya farklı sınıf düzeylerinde (3.-4., 6.-7., 9.-10. sınıf) öğrenim gören 75 işitme engelli ve 78 işiten olmak üzere toplam 153 öğrenci katılmıştır. Çalışmada veri toplamak amacıyla dört farklı kelime işlemleme işlemi kullanılmıştır. Bu işlemler sırasıyla, (a) gerçek kelimelerin algısal olarak işlemlenmesi, (b) gerçek kelimelerin kavramsal olarak işlemlenmesi, (c) anlamsız kelimelerin işlemlenmesi ve (d) gerçek kelimelerin anlamsal olarak işlemlenmesi şeklindedir. Araştırmanın verileri DMASTR adı verilen bir bilgisayar programı aracılığıyla toplanmış ve sonuçlar iki faktörlü MANOVA ile analiz edilmiştir. Araştırmadan elde edilen sonuçlar, işitme engelli okuyucu- ların kelime işlemleme sürecinde yeralan kelime çözümleme becerilerinde, işiten okuyuculara göre daha yavaş fakat benzer hata ortalamalarına sahip olduklarını göstermektedir. Buna karşın kelimelerin anlamlandırılması ve kelimeler arasındaki anlamsal ilişkinin bulunması becerilerinde ise işitme engelli okuyucuların, işiten akranlarına göre hem daha yavaş hem de daha çok hata ortalamalarına sahip oldukları araştırmanın bulguları arasında yer almaktadır.

An Investigation of the Word Processing Skills of Deaf and Hearing Readers

The present study investigates differences in the word processing skills between deaf and hearing readers. The par- ticipants were 153 students (78 of them hearing, 75 of them deaf) evenly and randomly recruited from three levels of education (primary = 3rd-4th graders; middle = 6th-7th graders; high = 9th -10th graders). The students were tested with four computerized paradigms assessing their processing of isolated real\\pseudo-word pairs under perceptual and conceptual conditions and their semantic word processing skills. Findings from the present study indeed point that although deaf participants tested in the study processed written words slower but similar accuracy than their hearing counterparts, they performed worse (both in speed of processing and accuracy) in semantic processing of real words (word relatedness) than their hearing counterparts and this difference was also consistent according to the educational levels of the participants.

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