Teaching Expository Text Structures In Language Support Courses To Hearing-Impaired Students.

ASES IX. International Educational Sciences Congress, 10 - 13 Nisan 2025, ss.96-108, (Tam Metin Bildiri)

All stages of our educational life require encountering expository texts in different ways. More

than one text structure can be used in expository texts, a text structure can be passed to a

different text structure, or a text structure can be given by embedding it in a different text

structure. Expository text structures being used in various ways increases the complexity of the

text. In addition to all these difficulties, students encounter concepts that they do not know

before or that they encounter for the first time in expository texts. Furthermore, the students

need to make inferences from the text, use their prior knowledge, and reason in order to

understand what they read.

When the structure types of expository texts are examined, various classifications are seen. The

literature most consistently includes explanation/description, comparison and contrast, ranking,

cause and effect relationship, and problem/solution types. Knowing the structure of any text

can provide students with a mental framework for thinking about this text. Various strategies

are used in teaching expository texts. These strategies are predicting, asking questions,

clarifying, introducing text structures without the reading text, using signal words,

visualization, modeling, summarizing and writing strategies.

Since hearing-impaired students cannot acquire reading comprehension skills at appropriate age

levels, they may have difficulty in developing reading comprehension strategies without

assistance. These students cannot generalize skills such as comprehending, analyzing and

evaluating the feelings and thoughts in the text that constitute reading skills, and cannot use

them in new content and contexts. It is important for hearing-impaired students receiving

university education to acquire text structure knowledge in the process of supporting of their

professional development. It is seen that the studies conducted for hearing-impaired students to

acquire informative text structures are limited. In this study, the features that should be taken

into consideration in the teaching process of informative text structures in language support

courses with students with hearing loss will be conveyed by associating them with the relevant

literature.