Supporting a Hearing Impaired Child’s Literacy Development With Language Experience Approach

Abstract

Language Experience Approach (LEA) emphasizes the synergy among listening, speaking, reading and writing skills and suggests considering learners’ experiences while preparing reading materials. The aim of the current study is to investigate LEA’s supportive role in a hearing impaired child’s literacy development. In line with this aim the study modeled as an action research. Participants of the study are teacher researcher, validity committee members, a hearing impaired child (studying second grade), and the child’s teacher. Data sources of the study are researcher’s diary, documents, interviews, activity plans, activities’ video records and informal evaluations. Findings suggest that the process emerged is two phases. The first phase is writing and talking about events in sequences cards, whereas the second phase covers word banks and syntax activities. The results suggest LEA; creates opportunities for oral language development, facilitates using oral cues and expression of thoughts (both oral and written), enables probing vocabulary and syntax problems and provides opportunities for preparing individualized activities.