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Journals / Çankırı Karatekin Üniversitesi Sosyal Bilimler Enstitüsü Dergisi / 2011 / Cilt: 2 - Sayı: 2

Vocabulary Development Strategies for Hearing Impaired Students Based on the Balanced Literacy Instructional Approach

İşitme Engelli Öğrencilerde Dengeli Okuma Yazma Öğretimi Yaklaşımıyla Sözcük Dağarcığı Geliştirme Stratejileri

Güzin KARASU
Pages
1–22
Publication Date
2011-12-01
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Based on the principles of this approach combination of direct and indirect vocabulary instruction strategies is recommended in the literature.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Vocabulary knowledge includes the words that individuals know their meanings and use them.
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Key Findings & Data:Various activities and strategies fostering vocabulary development could be designed based on the principles of the Balanced Literacy Instruction Approach.
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Conclusion & Impact:Based on the principles of this approach combination of direct and indirect vocabulary instruction strategies is recommended in the literature.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Vocabulary Developing Strategies · Balanced Literacy Instructional Approach · Reading Comprehension

Abstract

Vocabulary knowledge includes the words that individuals know their meanings and use them. The research findings on vocabulary development of both normally hearing and hearing impaired individuals have showed that there is a strong relationship between reading comprehension and vocabulary development. Balanced Literacy Instruction Approach provides students functional, purposeful, and meaningful vocabulary activities. Various activities and strategies fostering vocabulary development could be designed based on the principles of the Balanced Literacy Instruction Approach. Based on the principles of this approach combination of direct and indirect vocabulary instruction strategies is recommended in the literature. In this paper it is aimed to introduce the types of vocabulary developing strategies used for hearing impaired individuals and their basic features that should be known in their application during the classroom instructions.

Özet

Sözcük dağarcığı, bireylerin anlamını bildiği ve kullandığı sözcükleri içerir. İşitenlerde olduğu gibi işitme engelli öğrencilerle yapılan araştırmalar, sözcük dağarcığı gelişimi ile okuduğunu anlama arasında kuvvetli bir ilişki olduğunu göstermektedir. Okuma yazma becerilerinin geliştirilmesinde çeşitli sözcük dağarcığı geliştirme stratejileri kullanılmaktadır. Bu stratejiler alanyazında dolaylı ve doğrudan sözcük dağarcığı geliştirme öğretimi başlıkları altında toplanmaktadır. Dolaylı ve doğrudan sözcük dağarcığı geliştirme stratejilerinin Dengeli Okuma Yazma Öğretimi Yaklaşımı ile planlandığı dersler, öğrencilerin sözcük dağarcığı gelişimini olumlu etkilemektedir. Bu makalede işitme engelli öğrencilerin sözcük dağarcıklarını geliştirme strateji türleri ve bu stratejilerin derslerde uygulanması sırasında dikkat edilmesi gereken temel özellikler hakkında bilgiler sunulmaktadır.

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Cite This Article

KARASU, G. (2011). Vocabulary Development Strategies for Hearing Impaired Students Based on the Balanced Literacy Instructional Approach. Çankırı Karatekin Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, Cilt: 2 - Sayı: 2, 1–22. https://ajindex.com/articles/128028

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