The Future of Education

Having a limited vocabulary is one of the reasons that hearing impaired children have difficulty in improving their literacy skills. Hearing impaired children have the ability to use the words they come across in the daily language in a proper context, yet they have difficulty to use words regarding the knowledge in developing their academic skills. The aim of this research is to examine the implementation process which enables the hearing impaired children to use words they encounter in informative texts in written expressions. The research model in line with this aim is the action research. The research has been conducted in Education and Research Center for Hearing Impaired Children at Anadolu University. Six hearing impaired children attending to the fourth grade, a classroom teacher, a researcher and members of the Validity committee have attended to the research. Research data have been obtained by using the class observations, interviews with the teacher, researcher journal and process documents. During the research process, telling stories in class, reading stories in class, sharing the event in sequence cards, reviewing of the texts, big book making activities have been observed, the next step has been decided by organising evaluation studies with teacher after each activity and validity meetings. When the findings of the research was checked, it is seen that the research has been conducted in three steps. Those steps are; conducting the activities that provides service in developing the vocabulary of the hearing impaired children and providing the words, repeating of the words revealed in these activities in different activities in various contexts, conducting and evaluating the implementations that enables students to use these words. Based on the findings of the research, we can say that students started to use the new words they learned in written expressions, have the ability to use those words in the stories they wrote in compliance with the syntax and semantics.