Shared Reading Implementation During the Literacy Period of a Child with Hearing Loss

H Pelin Karasu

doi:10.26822/iejee.2021.187

Abstract

Shared reading, in which children acquire new experiences in the field of lanugage, is one of the fundamental instructional practices that facilitate the development of literacy skills in children from an early age. This descriptive and holistic case study aims to investigate the SR practices carried out in the Primary 1st Grade literacy studies. The subject of the study is a child with hearing loss that receives auditory-oral education. Data in this study have been collected through the educational program, classroom observations, documents, the records of the validity and reliability committee, process products and the researcher’s log. During the analysis of the data,the educational program and the process products have been examined, observation sessions of shared reading practices have been documented, and prominent findings have been identified. It could be safely claimed, in accordance with the findings of this study, that the features of the story book, the literacy strategies applied during SR practices and the follow-up acitivities contribute significantly to the benefits of shared reading practices.

Highlights

Teaching literacy is a long-term process consisting of instructional practices aiming at the analysis of the reciprocity between phonemes and graphemes, and the structuring of the meaning of a text
It is necessary that the child is exposed to instructional practices that reinforce the development of language skills, help to understand and interpret events, and facilitate establishing relationships before formal reading education and during the first reading education (Druten-Frietman, Strating, Denessen, & Verhoeven, 2016)
As part of a longitudinal approach, this study focuses on the Shared reading (SR) practices carried out in the Primary 1st Grade in the 2014-2015 academic year

Summary

Introduction

Teaching literacy is a long-term process consisting of instructional practices aiming at the analysis of the reciprocity between phonemes and graphemes, and the structuring of the meaning of a text. This is mainly because the development of literacy skills in children starts well before formal education in literacy and extends over the years. Children develop an awareness about the transmissibility of thoughts through writing by establishing a connection between spoken and written language in the pre-school period. During this period, their vocabulary expands rapidly. This study investigates the SR practices carried out with a child with hearing loss at Primary 1st Grade

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Discussion

Conclusion