Akademik Veri Yönetim Sistemi
ASES IX. International Educational Sciences Congress, Samarqand, Özbekistan, 10 - 13 Nisan 2025, ss.79-95, (Tam Metin Bildiri)
Reading comprehension studies conducted with texts that are appropriate for the level of
hearing impaired students and structured correctly increase the reading comprehension f these
students. Various teaching models, strategies and techniques are used in the education of
hearing impaired individuals in order to support them to become effective literate individuals.
This study will include data and findings regarding the teaching of signal words used in the
process of teaching text structure knowledge. Teaching signal words and how to use them can
be very effective in helping students determine the structure of informative texts and supports
their reading comprehension.
The purpose of this study is to transfer the teaching process of signal words used in teaching
informative text structure types to hearing impaired university students. The participants of the
study, which was conducted with action research, consisted of eight students who were
attending the second year of Anadolu University School for the Handicapped, Computer
Operator Associate Degree Program in the 2023-2024 academic year. All of the students were
moderately, severely or profoundly hearing impaired. The research team consisted of the
researcher and two validity committee members. Qualitative and quantitative data collection
methods and techniques were used in the research. The qualitative data of the study consist of
lesson plans and evaluations, lesson video recordings, researcher diary, validity committee
minutes and audio recordings, student information forms, student products and documents. The
research data were analyzed with inductive analysis.
In the study, signal words were used to predict what type of information would come after these
words and to provide clues about the text structure in a very limited way. Information about
signal words was given during or after the shared reading activity. The teacher was the decisionmaker
in determining the time of giving the signal words and provided this information at the
times when he thought he could combine the most appropriate, contextual clues within the flow
of the lesson. The use of signal words contributes to the development of reading comprehension
skills of hearing and hearing-impaired individuals in different text types. It is thought that the
research results will guide teachers and academics working in the field.