Doğuştan İleri Çok İleri Derecede İşitme Kayıplı Çocukların Dil Becerilerine İlişkin Araştırmaların İncelenmesi
Articles > Review · 2015
Authors: Pelin PİŞTAV AKMEŞE
Ege Üniversitesi Eğitim Fakültesi Dergisi, Other Refereed National Journals, National, TR DİZİN (ULAKBİM), 2015, vol 16, pp 392-407
Summary
<p>Hearing loss, arising congenitally or in the prelingual period, affects child’s language</p><p>development, and leads to delays of his/her social, cognitive and emotional development</p><p>fields when compared to his/her peers. As the degree of hearing loss increases, children’s</p><p>speech production and vocabulary decrease, and their reading and writing skills decline. The</p><p>children with congenital severe to profound hearing loss experience problems in different</p><p>components of language when compared to normal hearing peers. It is necessary that</p><p>language skills of these children be studied in detail for their language skills to be determined</p><p>and for intervention programs aiming at these fields to be created. In this study, it is aimed to</p><p>examine language skills which are prerequisition for academic achievement of these children</p><p>in their school life. Early period language development enables to determine cognitive process</p><p>skills and academic difficulties of the children with congenital severe to profound hearing</p><p>loss. The practice of intervention program arranged in accordance with the analysis and</p><p>results of analysis of different language fields will increase the effectiveness of intervention</p><p>and enable their future academic achievement. In addition, the objectives should be carefully</p><p>selected in the dimension of understanding and expressing the language for its different</p><p>components, and in early period syntax, semantic, vocabulary and pragmatic skills should be</p><p>more intensely promoted.</p><p>Key words: congenital severe to profound hearing loss, language development, academic</p><p>achievement</p>