Vocabulary developing strategies applied to individuals with hearing impairments

Abstract

The general purpose of this research was to investigate the strategies utilized for vocabulary development of ten individuals (first year college students) in Graphic Art Department, School for The Handicapped, Anadolu University with hearing impairment. The reflective and cyclical data were consisted of videotape recordings of the actual lessons, audiotape recordings of the meeting of the validity committee, lesson plans, archival data, students' artifacts and test results. During the instructions, based on the Balanced Literacy Instructional Approach (BLIA), direct and indirect vocabulary developing strategies were applied meaningfully, functionally and purposefully. The research findings indicated that the individuals with hearing impairment improved in their vocabulary and the application of combinations of direct and indirect vocabulary developing strategies repeated in various contexts is beneficial for the students' vocabulary development.

Impact of Interactive Reading Intervention on Vocabulary Development of Deaf and Hard of Hearing Students at Wangsel Institute of the Deaf

“…Teaching vocabulary not only encompasses teaching the meaning of words but its spellings as well. Guzin et al [22] state that vocabulary knowledge forms the basis of reading comprehension. Therefore, investigating and grasping the success of one method over another is required as it has been discovered that a limited vocabulary has an adverse impact on literacy [6,16,17] which impacts their learning progress.…”

İşitme Engelli Üniversite Öğrencilerinin Yazma Sürecinde Uygulanan Etkinlik ve Stratejilerin İncelenmesi

“…İşitme engelli öğrencilerin; işiten akranlarına göre daha kısa yazılar yazdıkları, daha basit metin yapıları kullandıkları, sınırlı sözcük dağarcığına sahip oldukları, okudukları metinleri anlamada sorunlar yaşadıkları, sık sözdizimsel hatalar yaptıkları görülmektedir. Bu sınırlılıkları nedeni ile işitme engelli öğrenciler ile yapılacak derslerde öğrencilerin ihtiyaç ve düzeylerine uygun bir şekilde ve tekrarlara yer verilerek gerçekleştirilmelidir (Karasu, Girgin, Uzuner & Kaya, 2012;Karasu, Girgin, Uzuner & Kaya, 2016;Kaya, 2012;Paul, 1996;Schirmer, 2000;Truax, 1985;Yoshinaga-Itano & Downey, 1996).…”