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dc.contributor.authorKarasu, Güzin
dc.contributor.authorUzuner, Yıldız
dc.date.accessioned2019-10-19T21:03:35Z
dc.date.available2019-10-19T21:03:35Z
dc.date.issued2018
dc.identifier.issn1304-7639
dc.identifier.issn2149-8261
dc.identifier.urihttps://dx.doi.org/10.21565/ozelegitimdergisi.310350
dc.identifier.urihttps://hdl.handle.net/11421/15616
dc.descriptionWOS: 000433823600001en_US
dc.description.abstractThe linguistic limitations of students with hearing impairment negatively affect their writing skills. Studies demonstrated that writing skills are important for literacy development and that they should be developed in accordance with the needs of students. The general goal of this research is to examine the written expression courses which have been planned for the effective development of the hearing-impaired youngsters' written expression skills. The methodology of the study is action research. Data was collected from seven hearing-impaired students attending the second year of the program in Computer Operator Training at the School for the Handicapped (SfH) located at Anadolu University in the fall and spring semesters of the 2014-2015 academic year. Collecting archival data were video records, writing lesson plans and reflections, examining the students' portfolios and notebooks, and research journal. It was found that prewriting, drafting, revising/editing, and publishing stages of the students' writing process were similar to those described in the literature, but they took place in a cyclical manner. At the end of the research, the students were actively involved in drafting, revision/editing phases and written products reflect the strategies carried out in the process. When the writing processes of the texts were examined, it was observed/determined that the strategies were taught directly and metacognitively and the strategy of modelling was used extensively.en_US
dc.language.isoturen_US
dc.publisherAnkara University, Fac Educational Sciencesen_US
dc.relation.isversionof10.21565/ozelegitimdergisi.310350en_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectWritingen_US
dc.subjectWriting Processen_US
dc.subjectCollege Students With Hearing Impairmenten_US
dc.subjectBalanced Literacy Instruction Approach (Blia)en_US
dc.titleExamination of Hearing-Impaired Collage Students' Writing Studies Based on Balanced Literacy Instruction Approachen_US
dc.typearticleen_US
dc.relation.journalAnkara Universitesi Eğitim Bilimleri Fakültesi Ozel Eğitim Dergisi-Ankara University Faculty of Educational Sciences Journal of Special Educationen_US
dc.contributor.departmentAnadolu Üniversitesi, Engelliler Entegre Yüksekokuluen_US
dc.identifier.volume19en_US
dc.identifier.issue2en_US
dc.identifier.startpage199en_US
dc.identifier.endpage232en_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US]


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