The Effect of Rhythm-Supported Educational Applications on the Listening Skills of Children with Hearing-Impaired in Preschool Period
Year 2025,
Volume: 31 Issue: 54, 91 - 102, 27.03.2025
Emel Gültekin Yılmaz
,
İrfan Nihan Demirel
References
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- Aytan, T. (2011). The effects of active learning techniques on listening ability. ODU Journal of Social Sciences, 2(4), 23-43. https://dergipark.org.tr/tr/download/article-file/273568
- Begel, V., Di Loreto, I., Seiles, A., & Bella, S. D. (2017). Music games: Potential application and considerations for rhytmic training. Frontiers in human neuroscience, 11, 273. https://doi.org/10.3389/fnhum.2017.00273
- Bhide, A., Power, A., & Goswami, U. (2013). A rhythmic musical intervention for poor readers: A comparison of efficacy with a letter-based intervention. Mind, Brain and Education, 7(2), 113-123. https://doi.org/10.1111/mbe.12016
- Bodie, G. D., & Wolvin, A. D. (2020). The psychobiology of listening: Why listening is more than meets the ear. In L. S. Aloia, A. Denes & J. P. Crowley (Eds.), The Oxford handbook of the physiology of interpersonal communication (pp. 288–307). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780190679446.013.16
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- Boothroyd, A., & Gatty, J. (2012). The deaf child in a hearing family nurturing development. Plural Publishing.
- Büyükgönenç-Polat, B. (2018). The importance of pre-school music education and education methods. AKÜ AMADER, 4(7), 52-64. https://doi.org/10.5578/amrj.66453
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- Cullington, H. E., & Zeng, F. G. (2011). Comparison of bimodal and bilateral cochlear implant users on speech recognition with competing talker, music perception, affective prosody discrimination, and talker identification. Ear and Hearing, 32(1), 16-30. https://doi.org/10.1097/AUD.0b013e3181edfbd2
Darrow, A. A. (2006). The role of music in deaf culture: Deaf students’ perception of emotion in music. Journal of Music Therapy, 43(1), 2-15. https://doi.org/10.1093/jmt/43.1.2
- Dazert, S., Thomas, J. P., Loth, A., Zahnert, T., & Stöver, T. (2020). Cochlear Implantation. Deutsches Arzteblatt international, 117(41), 690-700. https://doi.org/10.3238/arztebl.2020.0690
- deVries, P. (2004). The extramusical effects of music lessons on preschoolers. Australian journal of Early Childhood, 29(2), 6-10. https://doi.org/10.1177/183693910402900203
- Dobie, R. A., & Van Hemel, S. (2004). Hearing loss: Determining eligibility for social security benefits. The National Academies Press.
- Doruk, D. (2019). Evaluation of contributions of ORFF approach to cognitive development process (Thesis No. 569112) [Master Thesis, Dokuz Eylül University]. Thesis Center of YOK.
- Dumont, E., Syurina, E. V., Feron, F. J. M., & van Hooren, S. (2017). Music interventions and child development: A critical review and further directions. Sec. Educational Pcychology. 8, 1-20. https://doi.org/10.3389/fpsyg.2017.01694
- Ekiz, D. (2020). Bilimsel araştırma yöntemleri. Anı Yayıncılık.
- Flexer C., & Wolfe J. (2020). Auditory-Verbal therapy science, research and practice. In W. Estabrooks, H. M. Morrison & K. Marclver-Lux (Eds.), Auditory brain development and auditory-verbal therapy (pp. 83-114). Plural Publishing.
- Geers, A. E., Nicholas, J. G., & Moog, J. S. (2009). Estimating the influence of cochlear implantation on language development in children. Audilogical Medicine, 5(4), 262-273. https://doi.org/10.1080/16513860701659404
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Karşal, E., & Malkoç, T. (2013). Music education on hearingimplied preschool children. The Journal of Academic Social Science, 1(1), 168-181. https://doi.org/10.16992/ASOS.31
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Ritim Destekli Eğitim Uygulamalarının Okul Öncesi Dönem İşitme Engelli Çocukların Dinleme Becerilerine Etkisi
Year 2025,
Volume: 31 Issue: 54, 91 - 102, 27.03.2025
Emel Gültekin Yılmaz
,
İrfan Nihan Demirel
Abstract
Araştırmanın amacı ritim destekli eğitim uygulamalarının okul öncesi dönem işitme engelli çocukların dinleme becerilerine etkisini tespit etmektir. Araştırmada karma yöntem desenlerinden iç içe desen kullanılmıştır. Araştırmanın çalışma gurubunu bir devlet okulunda öğrenim gören ve okul öncesi eğitime devam eden 3 işitme engelli öğrenci oluşturmaktadır. Araştırmada nicel veriler “Okul Öncesi Dönem Çocuklarına Yönelik Dinleme Becerileri Ölçeği” ile nitel veriler ise, “Video Kayıt Tekniği” ile toplanmıştır. Öğrencilerin demografik özellikleri ise, “Öğrenci Tanıma Formu” ile belirlenmiştir. Nicel verilerin analizinde tek gruplu tekrarlı ölçümler için ANOVA sonuçları ile incelenmiştir. Değişkenler arasındaki farklılığın kaynağına Bonferonni Testi ile bakılmış ve etki büyüklüğü de hesaplanarak etki gücü bulunmuştur. Nitel verilerin analizinde ise, sürekli karşılaştırmalı metot kullanılmıştır. Araştırma sonuçlarına göre, ritim destekli eğitim uygulamalarının öğrencilerin dinleme becerilerinin gelişiminde olumlu bir etkiye sahip olduğu tespit edilmiştir. Okul öncesi işitme engelli öğrencilerin verilen eğitime bağlı olarak sosyal ve bilişsel becerilerinin arttığı, bu artışın eğitim sonrasında da etkisinin devam ettiği ve yapılan etkinliklerin işitme engellilerin eğitiminde, ritimsel hareketleri uyarlama yolu ile kullanılabilecek etkili bir yöntem olduğu tespit edilmiştir. İşitme engelli çocukların eğitime erken yaşta dahil olabilmesi için ailelerin bilinçlendirilmesi ve işitme engelli öğrencisi olan öğretmenlere hizmet içi eğitimler verilmesi önerilmektedir.
Ethical Statement
Etik kurul onayı Recep Tayyip Erdoğan Üniversitesi Sosyal ve Beşeri Bilimler Etik Kurulu’ndan (Tarih: 11.01.2023, Sayı: 2023/009) alınmıştır.
Bu çalışma ilk yazarın yüksek lisans tezinden üretilmiştir.
References
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- Creswell, J. W., & Plano-Clark, V. L. (2015). Karma yöntem araştırmalarının temelleri. In Y. Dede & S. B. Demir (Trans.; Eds.; 2nd ed.), Karma yöntem araştırmaları tasarımı ve yürütülmesi (pp. 23-59). Anı Yayıncılık.
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- Dumont, E., Syurina, E. V., Feron, F. J. M., & van Hooren, S. (2017). Music interventions and child development: A critical review and further directions. Sec. Educational Pcychology. 8, 1-20. https://doi.org/10.3389/fpsyg.2017.01694
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- Geers, A. E., Nicholas, J. G., & Moog, J. S. (2009). Estimating the influence of cochlear implantation on language development in children. Audilogical Medicine, 5(4), 262-273. https://doi.org/10.1080/16513860701659404
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- Hewitt, J. G., & Madell, J. R. (2023). Ling-Madell-Hewit (LMH) test battery, ENT & audilogy news. https://www.entandaudiologynews.com/features/audiology-features/post/using-the-ling-madell-hewitt-lmh-test-battery
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- Johnson, R. B., & Onwuegbuzie, A. J. (2004) Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 14-26. https://doi.org/10.3102/0013189X033007014
Karşal, E., & Malkoç, T. (2013). Music education on hearingimplied preschool children. The Journal of Academic Social Science, 1(1), 168-181. https://doi.org/10.16992/ASOS.31
- Kavcar, C., Oğuzkan, F., & Hasırcı, S. (2021). Türkçe öğretimi Türkçe ve sınıf öğretmenleri için. Pegem Akademi.
- Kılıç-Tapu, I. (2020). Okul öncesinde müzik eğitimi: Etkinliklerle uygulama örnekleri. Pegem Akademi.
- Lieu, J. E. C., Kenna, M., Anne, S., & Davidson, L. (2020). Hearing loss in children: A review. JAMA, 324(21), 2195-2205. https://doi.org/10.1001/jama.2020.17647
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