Development of emergent literacy skills of a child with hearing loss: a longitudinal case study

KARASU H. P.

EDUCATIONAL STUDIES, vol.46, no.5, pp.513-531, 2020 (SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 46 Issue: 5
  • Publication Date: 2020
  • Doi Number: 10.1080/03055698.2020.1745623
  • Journal Name: EDUCATIONAL STUDIES
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, IBZ Online, International Bibliography of Social Sciences, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts, PAIS International, Psycinfo, Social services abstracts, Sociological abstracts, Worldwide Political Science Abstracts
  • Page Numbers: pp.513-531
  • Keywords: Hearing loss, emergent literacy, group experiences, individual experiences, PRESCHOOL-CHILDREN, COCHLEAR IMPLANTS, PRINT KNOWLEDGE, DEAF-CHILDREN, LANGUAGE, INTERVENTION, AWARENESS, MATTERS, RISK
  • Anadolu University Affiliated: Yes

Abstract

This longitudinal case study aimed to investigate the development of emergent literacy skills of a child with hearing loss was carried out in a research and application centre which provides full-time day education using an auditory-oral approach for children with hearing loss. The study focuses on a child with profound hearing loss who started kindergarten education at the age of 52 months. The data was collected in the second and third grade of kindergarten and the first term of primary first grade. Results indicate that group and individual experiences, based on the Whole Language Approach, support the development of code-related and oral language skills and that the child benefited from intense and systematic application of drills in accordance with his individual needs.