İşitme Engelli Okuyucuların Biçimbilim Farkındalık Becerilerinin İncelenmesi

Year 2018, Volume: 26 Issue: 3, 653 - 660, 15.05.2018

Emre Laçin , Birkan Güldenoğlu , Tevhide Kargın

https://doi.org/10.24106/kefdergi.419285

Cited By: 1

Abstract

Bu araştırmada, işitme engelli öğrencilerin biçimbilim
farkındalık becerilerinin işiten akranlarıyla karşılaştırmalı olarak
incelenmesi amaçlanmıştır. Araştırmaya Ankara ilindeki dört farklı lisede
öğrenim gören 112 (53 işitmen engelli - 59 işiten) öğrenci katılmıştır. Çalışma
içerisinde öğrencilerin biçimbilim farkındalık becerilerinin değerlendirilmesi
amacıyla iki farklı boşluk doldurma işlemi geliştirilmiştir. Her iki işlemde
öğrencilerden, hedef sözcüklere uygun ekleri ekleyerek cümlelerde yer alan
boşlukları doldurmaları istenmiştir. İşlemler, öğrencilerin kendi okulları
içerisinde belirlenmiş bir ortamda yaklaşık 10-15 dakikalık bireysel
oturumlarla uygulanmıştır. Yapılan uygulamalardan elde edilen veriler, MANOVA
ile analiz edilmiştir. Analizden elde edilen sonuçlar, işitme engelli
öğrencilerin işitenlere göre biçimbilim farkındalık becerilerinde ciddi
sınırlılıkları olduğunu göstermiştir. Tartışma bölümünde ortaya çıkan bu bulgu
işitme engelli öğrencilerin sahip oldukları dil ve okuma becerileri temelinde
tartışılmıştır

Keywords

biçimbilim, biçimbilim farkındalığı, işitme engelli okuyucular, okuma ve okuduğunu anlama.

Examining the Morphological Awareness of Deaf Turkish Readers

Abstract

The purpose of this study was to comparatively examine the morphological awareness skills of Turkish deaf and normal hearing readers. The study group consisted of 112 students (53 were deaf students and 59 were students with normal hearing) who were enrolled in high schools in Ankara. Two different fill-in the blank tasks were developed in order to assess students’ morphological awareness skills in this study. For both of the tasks the students were asked to fill-in the blanks in the sentences by adding appropriate suffixes to the target words. The tasks were carried out in a predetermined place in students’ schools during one-to-one sessions and lasted about 10 to 15 minutes in average. MANOVA was used to analyze the data collected from the tasks. The results of the analyses showed that deaf students had significant limitations in morphological awareness skills compared to their hearing counterparts. This finding is discussed in terms of language skills and its impacts on reading acquisition of deaf students.

Keywords

morphology, morphological awareness, deaf readers, reading and reading comprehension.

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