H. Pelin KARASU, ÜMİT GİRGİN, HASAN GÜRGÜR

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

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.

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

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.

PDF

___

Kaynakça 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 f or students with hearing impairment: A case study f rom Turkey. Saarbrücken: LAP Lambert Academic Publishing. Harp, B. ve Brewer, J. A. (2005). The inf ormed reading teacher: Research-based practice. New Jersey: Prentice Hall, Inc.

Heilman, A. W., Blair, T. R. ve Rupley, W. H. (2002). Principles and p ractices 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 Conf erence 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 f or struggling students (K-3). San Francisco: Jossey-Bass.

Mills, G. E. (2003). Action research. A Guide f or 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). Eff ective reading strategies: Teching children who f ind reading diff icult (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 Millers 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 f or 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.