An Examination of Balanced Literacy Instructional Model Implemented to Youths with Hearing Loss.
Notice bibliographique
Résumé
Abstract Recently, the balanced literacy approach, a combination of whole language and skill development approaches has received attention in literacy instruction. The purpose of this school-based action research was to create a balanced literacy environment, and to describe the impacts of the various instructional activities based on the balanced literacy approach on literacy development of the youths with hearing loss attending a vocational school for the handicapped, Anadolu University, Turkey. This study was conducted between 2005 Fall Term and 2009 Spring Term. The volunteer students and the school instructors were the main participants of the study. Eight experienced faculty members of the school continuously and systematically reviewed the data. An ongoing qualitative (inductive and descriptive) and quantitative (descriptive ) data analyses were applied to various kind data sources. This article summarizes the emerged literacy instruction model and some of the achievements. This action research effort provided some improvements for the literacy instructional programs applied in the School and the literacy performance of the hearing impaired students. Based on the outcomes of the study efforts, it is also expected that this set of data would provide basis for creating literacy curricula and the area of literacy of hearing impaired students in Turkey and abroad. Key Words Balanced Literacy Instruction, Hearing Impaired Youths, Education of Hearing Impaired, Action Research. Today, children are surrounded by various types of print written for different purposes in many culture (Butler & Clay, 1983). And a comprehensive definition of being literate contains not only reading, writing, speaking, and listening but also it includes the skills to criticize, to create , to question, and to think logically (Fisher & Williams, 2001). It is now known that spoken and written language development of children with hearing loss can be similar to that of normally hearing children, but often delayed. Individuals with hearing loss have more difficulties than their normally hearing peers in literacy learning (Albertini & Schley, 2003; Andrews & Gonzales, 1991; Andrews & Mason, 1986; Arfe & Boscolo, 2006; Berent, 1996; Conway,1985; de Villiers, 1991; de Villiers & Pomerantz, 1992; Erickson, 1987; Evans, 2004; Ewoldt, 1981, 1985; Fischler, 1985; Hirsh-Pasek, 1987; Holt, 1993; Graves, 1983; Kelly, 1993, 1995, 1996, 1998; King & Quigley, 1985; Kretschmer & Kretschmer, 1978; Kluwin & Kelly, 1992; LaSasso & Mobley, 1997; McGill-Franzen & Gormley, 1980; Paul, 1998, 2001, 2003; Rotenberg & Searfoss, 1992; Ruiz, 1995; Schirmer, 2000; Truax, 1985; Uzuner, 1991; Willams, 1994; Wilson, 1979; Wurst, Jones, & Luckner, 2005; Yoshinaga-Itano & Downey, 1996). The results of the studies suggest that not only chronological age but also linguistic age, hearing loss level, and past experiences are influential on literacy learning of the individuals with hearing loss (e.g., Cambra, 1994; Pakulsky & Kaderavek, 2001; Truax, 1985; Uzuner, Icden, Girgin, Beral, & Kircaali-Iftar, 2005; Uzuner, Kircaali-Iftar, & Karasu, 2005). Because of these difficulties, we have to provide lifelong effective literacy experiences for the hearing impaired individuals (Albertini & Schley, 2003). There are various literacy instructional approaches. Two of them, Whole Language (Goodman, 1986) and Skilled Based approaches, (Asselin, 1999) are popular in the education of both hearing and hearing impaired individuals. Based on the research conducted with individuals with hearing loss, there appeared a need to combine these approaches addressing it as the Balanced Literacy Instruction (Balanced reading instruction; 2005; Evans, 2004; Goodman, 1986; Harp & Brewer, 2005; Howell & Luckner, 2009; Girgin, 1999; Luckner et al., 2006; Musselman, 2000; Pressley, Roehrig, Bogner, Raphael, & Dolezal, 2002; Reutzel & Cooter, 1992; Pearson, Raphael, Benson, & Madda, 2007; Schirmer, 1997, 2000; Walker, Munro, & Rickards, 1998). …
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,005 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,001 |
| Bibliométrie | 0,001 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,001 | 0,001 |
| Science ouverte | 0,001 | 0,001 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».