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Written Language Characteristics of Deaf and Hard of Hearing Students in Terms of the Components of the Language

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Abstract

Hearing has vital importance for language development. Deaf and hard of hearing children have problems in spoken and written language due to hearing loss. The development of written language is directly related to language skills such as listening, speaking, and reading skills. This study aims to evaluate the use of language components in written language in deaf and hard of hearing students. In the study, writing samples of eight deaf and hard of hearing students who continue 4th grade in the school for the deaf were taken and error analysis was conducted. Besides, interviews were made with their classroom teacher about their language development, and in-class observations were conducted. It was seen as a result of the study that deaf and hard of hearing students have significant difficulties in all components of language in written language.

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Notes

  1. "Gökben" is a proper noun.

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Funding

This research received no specific grant from any funding agency.

Author information

Authors and Affiliations

  1. Department of Audiology, Faculty of Health Sciences, Ege University, Izmir, Turkey

    Pelin Pistav Akmese

  2. Department of Special Education, Faculty of Education, Ege University, Izmir, Turkey

    Nilay Kayhan

  3. Department of Special Education, Faculty of Education, Zonguldak Bulent Ecevit University, Zonguldak, Turkey

    Necla Isikdogan Ugurlu

Authors
  1. Pelin Pistav Akmese
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  2. Nilay Kayhan
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  3. Necla Isikdogan Ugurlu
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Correspondence to Necla Isikdogan Ugurlu.

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Conflict of interest

The author(s) declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper. No potential conflict of interest was reported by the author(s).

Ethical Approval

All procedures in studies involving human participants were performed following the ethical standards of the institutional and/or national research committee and with the 1964 Declaration of Helsinki and its later amendments, or comparable ethical standards. The participants were first given written and verbal information about the content of the study. Then, a letter of consent was obtained from the participants to voluntarily participate in the research. As stated in the permission section: “…..The first researcher works in cooperation with the institution in teaching practices and professional development activities. The first researcher who obtained official permissions and gave information to the school administration and teacher about the implementation process informed the school administration about this research, in which in-class lesson observation, students' notebooks, and teachers' opinions are needed as data types. The study was planned and conducted in the 2020-2021 academic year.”

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Appendices

Student Information Form (Appendix 1)

Age:


Gender:


Age of diagnosis


Did he/she receive early education?


Hearing aid use status:


Sign language use status:


Is there any other deaf or Hard of Hearing (DHH) individual in the family?


\({\mathbf{The}}\;{\mathbf{mother}}\;{\mathbf{is}}\;{\mathbf{DHH}}\;(\;\;)\quad \quad {\mathbf{with}}\;{\mathbf{Normal}}\;{\mathbf{Hearing}}\;(\;\;)\)


\({\mathbf{The}}\;{\mathbf{father}}\;{\mathbf{is}}\;{\mathbf{DHH}}\;(\;\;)\quad \quad {\mathbf{with}}\;{\mathbf{Normal}}\;{\mathbf{Hearing}}\;(\;\;)\)


What are the areas he/she has difficulty in terms of literacy skills?

Lesson Observation Form (Appendix 2)

Day/Time/Classroom size/

Name of the Lesson/Subject/Activity Name.

How is the physical environment of the classroom?

  1. (a)

    In terms of the delivery of the lesson

  2. (b)

    In terms of the students' participation in the class

How is the classroom climate?

  1. (a)

    Observations related to the teacher and student relationship

  2. (b)

    Student behavior pattern peer relationships?

Teaching

Warming up stage (Instructions given by the teacher, transition to teaching, etc.)

Are the materials functional? (Does the teacher prefer materials in compliance with the subject? Is each student provided with an equal number of materials?

Students' interaction during the lesson.

Are individual and group works included?

Is the study explained to the students? Is there a quick summary and information sharing?

Duration: How efficiently does the teacher use the lesson? What kind of activities does she/he include?

Evaluation

Does the teacher summarize the subject at the end of the lesson? Does she/he use simple language?

Do the students receive feedback? During the feedback, is each student checked for comprehension?

Are the individual studies of the students evaluated?

Is the subject summarized and is there an explanation about the next assignment?

Teacher Interview Form (Appendix 3)

Personal Information

Your age

Your Professional seniority

Your duration of working at the school

How many years have you been teaching with auditory-verbal education and sign language together?

Questions

1. Can you tell us about a day of yours at school?

2. What do you think about Deaf and Hard of Hearing (DHH) students' early childhood period?

What do you think about the families' roles in the school preparation process of DHH students?

What kind of support do you think should be provided in the school preparation process (to DHH students and families)?

3. Who are the people and what are the resources that you most frequently ask for help or receive support in the educational practices of your DHH students?

4. How do you evaluate your DHH students' literacy skills?

  1. a)

    What kind of strategies do you use to improve these skills as a result of the evaluation?

5. What do you think about the writing skills of your DHH students?

  1. a)

    What do you think are the factors that affect the writing skills of DHH students?

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Pistav Akmese, P., Kayhan, N. & Isikdogan Ugurlu, N. Written Language Characteristics of Deaf and Hard of Hearing Students in Terms of the Components of the Language. J Psycholinguist Res 52, 2093–2117 (2023). https://doi.org/10.1007/s10936-023-09990-z

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