Ortaokulda öğrenim gören işitme engelli öğrencilerin yazılı anlatım beceri düzeylerinin belirlenmesi
Yükleniyor...
Tarih
2014
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Yazılı anlatım, sözcükler, cümleler ve paragraflar arasında düşünerek ilişki kurabilme çabasıdır. Bu ilişkiyi yazıya geçirebilme ise düşüncenin somut bir biçimde üretildiğini ve iletildiğini gösterir. Bu beceri, işitme yetersizliğinden dolayı işitme engelli öğrencilerde diğer becerilere oranla daha yavaş gelişim gösterebilir. Bu araştırmanın amacı, ortaokulda öğrenim gören işitme engelli öğrencilerin yazılı anlatım beceri düzeylerini belirlemektir. Çalışma, yatılı-gündüzlü normal öğretim yapan Hatay Hürriyet İşitme Engelliler Ortaokulunda 5. sınıf (7 kişi), 6.sınıf (15 kişi), 7. sınıf (8 kişi) ve 8. sınıf (7 kişi) olmak üzere toplam 40 öğrenci üzerinde gerçekleştirilmiştir. Bu öğrenciler, ağır işitme engelli olup herhangi bir işitme cihazı veya koklear implant kullanmamaktadır. Araştırmada Tiryaki (2014) tarafından geliştirilen "İşitme Engelli Öğrencilerin Yazma Becerisi Dereceli Puanlama Anahtarı" ve "Yazma Formu" kullanılmıştır. Yazılı anlatım becerileri kelime, cümle ve paragraf düzeyleri olmak üzere üç kısımda ele alınmıştır. Sonuç olarak, 5. ve 6.-8. sınıflarda sırasıyla yazılı anlatımların (%52.5-%60) oranında zayıf, (%35-%30) oranında orta, (%12.5-%1.10) oranında başarılı olduğu belirlenmiştir
Written expression, words, sentences and paragraphs is an attempt to establish the relationship between thinking. This relationship is her ability to write in a concrete way of thinking shows that manufactured and delivered. These skills, hearing, hearing impaired students due to lack of development may slow compared to the other skills.. The purpose of this study to examine writing skill levels of deaf students at secondary school. The research was done on 40 boarding and day students at Hatay Hurriyet Secondary School for the Deaf (5th grade (7 students), 6th grade (15 students), 7th grade (8 students) and 8th grade (7 students)). These students are heavily hearing impaired but they don’t use any hearingaid or cochlear implant. It was used in the research “Writing Form” and “Gradational Scoring Key about Deaf Students’ Writing Skills” which were developed by Tiryaki (2014). According to findings from written skills, deaf students’ written expressions were evaluated at word, sentence and paragraph level. As a consequence, it was determined that written expressions of 5th and 6th-8th grades are poor at (52,5%-60%), average at (35%-30%) and successful at (12,5%-1,10%) respectively. Accordingly, 6 problems about word and sentence, and 5 problems about paragraph were found
Written expression, words, sentences and paragraphs is an attempt to establish the relationship between thinking. This relationship is her ability to write in a concrete way of thinking shows that manufactured and delivered. These skills, hearing, hearing impaired students due to lack of development may slow compared to the other skills.. The purpose of this study to examine writing skill levels of deaf students at secondary school. The research was done on 40 boarding and day students at Hatay Hurriyet Secondary School for the Deaf (5th grade (7 students), 6th grade (15 students), 7th grade (8 students) and 8th grade (7 students)). These students are heavily hearing impaired but they don’t use any hearingaid or cochlear implant. It was used in the research “Writing Form” and “Gradational Scoring Key about Deaf Students’ Writing Skills” which were developed by Tiryaki (2014). According to findings from written skills, deaf students’ written expressions were evaluated at word, sentence and paragraph level. As a consequence, it was determined that written expressions of 5th and 6th-8th grades are poor at (52,5%-60%), average at (35%-30%) and successful at (12,5%-1,10%) respectively. Accordingly, 6 problems about word and sentence, and 5 problems about paragraph were found
Açıklama
Anahtar Kelimeler
Sosyal Bilimler, Disiplinler Arası
Kaynak
Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
11
Sayı
26
