An Examination of Balanced Literacy Instructional Model Implemented to Youths with Hearing Loss.
Bibliographic record
Abstract
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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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".