Determination of Hearing-Impaired Students’ Requirements for Editing and Revision of Written Texts

Abstract

Writing expression is a transfer of feelings, notions, and experiences of individuals through writing (Kavcar, Oğuzkan, & Sever, 1997; Sever, 2000). During this transfer, it is necessary to specify and arrange the message; select appropriate words; and construct sentences (Göğüş, 1991). Hearing-impaired students have difficulties with context, vocabulary, and spelling rules. They generate short and simply structured sentences, and their sentences may show problems with morphological subject-object agreement (Erdiken,

Hubungan Antara Early Literacy Skills dengan Spelling pada Anak Hearing Impairment Kelas Empat sampai dengan Kelas Enam di SLB Malang

“…Program intervensi untuk mendorong keterampilan literasi dini pada tahap ini dapat mengurangi kesenjangan ini. Dengan melakukan pendekatan proses menulis, yang secara umum diakui terdiri dari pramenulis, membuat draf, merevisi dan mengedit, dan menerbitkan, anak-anak dengan gangguan pendengaran meningkatkan keterampilan ekspresi tertulis mereka, mirip dengan anak-anak dengan pendengaran normal (Karasu, 2017).…”

Textual construction of the hearing-impaired students’ recount texts: A case of students with special needs in writing to mean

“…Many studies have been conducted to search for best practices in providing support for hearingimpaired students to write as a potential means of communication at the level of pedagogical practices (e.g., Karasu, 2014;Sirois et al, 2008;Strassman & Schirmer, 2012) and planning (e.g., Sharifi et al, 2016;Sharifi et al, 2017;Xu, 2018). Those studies have indicated urgent steps to take to support hearing-impaired students' writing development, which offers the potentials for their mental and cognitive development and their better quality of life despite some challenges (Sugaya et al, 2019).…”