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Factors Affecting Balanced Vocabulary Instruction to Hearing Impaired Youths : Action Researh

Factors Affecting Balanced Vocabulary Instruction to Hearing Impaired Youths : Action Researh Guzin Karasu Umit Girgin Yildiz Uzuner Zehranur Kaya ANADOLU UNIVERSITY ESKISEHIR, TURKIYE 2009. 1. Introduction.

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Factors Affecting Balanced Vocabulary Instruction to Hearing Impaired Youths : Action Researh

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  1. FactorsAffectingBalancedVocabularyInstruction to HearingImpairedYouths: ActionResearh Guzin Karasu Umit Girgin Yildiz Uzuner Zehranur Kaya ANADOLU UNIVERSITY ESKISEHIR, TURKIYE 2009 1

  2. Introduction Helping children acquire vocabulary is a major issue for teachers at every level and in every field. The recent research on vocabulary development of both normally hearing and hearing impaired have showed that there is a strong relationship between reading comprehension and vocabulary development. Balanced literacy approach seemed to provide students positive impacts through the use of functional, purposeful, and meaningful vocabulary activities. Moreover, the results of the research have proved that there should be a balance in application of direct and indirectvocabulary instruction strategies (Cramer; 2004; Baumann & Kameenui, 2004; Jhonson & Jhonson, 2004; NRP, 2000).

  3. SignificanceandPurpose Therefore, it is worth to systematically examine the educationalenvironmentsdesignedfor hearing impaired students based on the principlesanddimensions of balanced literacy approach. ResearchQuestions Concerningtheprinciplesanddimensions of balancedliteracyapproachwhat has happenedduringthevocabularyinstructions? -Theproblems -Theattempts -Thesolutions

  4. METHOD This action research data were collected at from the hearing impaired students attending to the course titled as “Graphical Design Terminology”, the School for the Handicapped, Anadolu University, Eskisehir, Turkey. The course was taught throughout theSpring semesters in 2006-2007 and 2007-2008.

  5. Data CollectionAnalysis Various data collection techniques were used in order to get valid data. Many of the data have been analyzed during the research effort. Some of them are still in the analysis process. Quantitative and qualitative analysis techniques have been utilized when necessary.

  6. InstructionalCycle Sixteen lessons were conducted in cyclical actions. The lessons took 405 minutes per week (Five lessons Occupational Language; Language Arts and Page design) The follow up strategies were decided based on the weekly evaluation meetings. Each week direct and/or indirect vocabulary instruction strategy patterns were applied.

  7. The Weekly Instructional Cycle - Application of the page Design lesson -Writing the lesson plans for occupational language and language art lessons -Rewriting the plans after the evaluation meeting -Reviewing and revising and the lesson applications. -Setting the new objectives for the following lessons. -The examination of the written plans by the evaluation committee. -Application of the lesson plans and writing reflective evaluations. 7

  8. Principles of the Balanced Literacy Instruction • All forms of expressive and receptive language work together. • Focus is on meaning of written language in authentic context. • Classrooms are communities of learners in which literacy is acquired through use. • Students are motivated when given choice and ownership. • Literacy development is part of an integrated curriculum. • Reading behaviors of skilled readers reveal what instruction should accomplish. • Processes and products are equallyimportant (Schirmer, 2000; Gambrell, Morrow & Pressley, 2007).

  9. Multiple Dimensions of Balanced Literacy Instruction • ContextualContinua • Authenticity • ClassroomDiscourse • Teacher’sRoles • CurricularControl • Pearson, D.P., Raphael, T.E., Benson, V.L., Madda L.C. (2007).Balance in comprehensiveliteracyinstruciton :ThenandNow. In: BestPractices in literacyinstruction (eds.) Gambrell, L.B., Morrow, L.M. & Pressley, M. TheGuilfordPress, NY andLondon. • ContentContinua • SkillContextualization • TextGenres • TextDifficulty • Subject-matterEmphasis • BalancewithintheLanguageArts • BalancewithinReadingInstruction

  10. Balance in Contextual Continua • A real purpose set for publishing a school newspaper for real people created real reading, writing and talking among the students and the instructors. • QuarkXPress computer program was utilized to publish the real newspaper. So the students had to acquire its operational language as well as vocabularies • Instructional conversations occurred among the instructors and peers in and out of the class. • Instructors gradually gained the skills for balancing their roles in explicitly instructing, modeling, scaffolding, facilitating and participating.

  11. Balance in ContextualContinua • Curricular control was in the hand of school administration, project team and the students. • The students had to acquire vocabularies what their professions require, what their future jobs utilize, what the computer program requires and what their daily lives contain. • The QuarkXPress program contained many necessary English vocabulary. We had to guide the students how to read and speak out them.

  12. Balance in ContentContinua • The skills were introduced mostly in the meaningful contexts . • Direct and indirect vocabulary instructions occurred in meaningful contexts. • Based on the students’ struggling literate qualities, direct instructions happened to be more than indirect instructions. • Instructions of metacognitive skills gradually increased. • Explicit skill driven strategies and contextual skill strategies were spread out in a particular lesson plan and throughout the curriculum.

  13. The pattern of the strategies applied during a typical lesson (lesson date: 20.3.2008 - 17.dvd) • Informing the students about the content of the lesson • Predicting the content of the text from the heading of the text before reading • Silent Reading • Determining the place of a particular vocabulary in the text • Using context clues • Terminology determination • Close test application • Self control of the close test performance • Writing an essay about the text • Direct • Indirect • Indirect • Direct • Indirect • Direct • Indirect • Direct • Indirect

  14. Balance in Content Continua • Text genres contained the printed texts, such as quality literature, newspapers, magazines, books and computer program instructions. • Text difficulties in various aspects were adapted to the students’ language levels. However, they had many opportunities to read the real original texts. • The students had to produce texts for the newspaper so their responses to the literature were necessary. • The classroom conversations provided the students to express their understandings as well.

  15. Balance in ContentContinua • Interdisciplinary nature of the lessons created unique quality to the instructions. So that the students could transfer their knowledge from one setting to the other. • Collaboration between the instructors were high in every aspects of the learning-teaching cycle. • Although collaboration worked well there still need to increase the number of well trained instruction to provide more comprehensive instructions.

  16. What were the impacts of the applied strategies on the vocabulary development of the hearing impaired youths? The Results for Each StudentStudents

  17. Conclusion Vocabulary instruction efforts based on the balanced literacy instructional principles and dimensions seem to be worthwhile for the hearing impaired students. However, based on the various conditions in the school, keeping a continuous balance is hard in all dimensions of the balanced literacy instructions. More research efforts in various designs are in need for evidencing the merits of the balanced instructions.

  18. Selected Reference Akın C. & Cömlekci M. (1988). QuarkXPress 4 : PC ve Macintosh için temel kullanım kılavuzu. Istanbul : ALFA Basım Yayım Dağıtım. http://www.nifl.gov/partnershipforreading/publications/reading_first1vocab.html (11.29.2006) http://www.nifl.gov/partnershipforreading/publications/reading_first1vocab.html (06.07.2007) www.ldonline.org/article.9943 (24.4.2008) Johnson, P.A. (2002). A short guide to action research. Boston, MA: Allyn and Bacon, Inc. McShane, S. (2005) Applying Research in Reading Instruction for Adults, First Steps for Teachers. National Institute for Literacy, National Center for Family Literacy. Mills, G. E. ( 2003). Action Research. A Guide for the teacher researcher. UpperSaddle River, NJ: Merrill, Prentice Hall, Inc. Nagy, W. E. (1988). Teaching Vocabulary to Improve Reading Comprehension. Intl Reading Assn. Nagy, E. W. (2005). Promoting Students’ Vocabulary Development; An Overview Seattle Pacific University. http://myhome.spu.edu./wnagy/promoting_students.htm adresinden 27.06.2008 tarihinde alınmıştır. Peter V. P. (1996).Reading Vocabulary Knowledge and Deafness. Journal of Deaf Studies and Deaf Education 1:1. Ronald, C. (2004). The Language Arts: A Balanced Approach to Teaching, Reading, Writing, Listening, Talking, and Thinking. Pears/Ph. Schirmer, B. R. (2000). Language and literacy development in children who are deaf. Boston, MA: Allyn and Bacon, Inc. Stahl, S.A. (1999). Vocabulary development. Cambridge, Mass. : Brookline Books. Stahl, S. A. & Nagy W. E. (2006). Teaching Word Meanings. Lawrence Erlbaum Associates,Inc.

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