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A Review on literacy characteristics of students with hearing impairment and literacy instruction methods

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2009, 10(1), pp.113-135
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education

박경란 1

1우석대학교

Accredited

ABSTRACT

This paper tried to seek the most effective literacy instruction method for students with hearing impairment by reviewing their literacy characteristics and language instruction methods that enhance literacy abilities of students with hearing impairment. literacy instruction methods for students with hearing impairment could be divided into bottom-up, top-down and the interactional approach, and each approach had different characteristics. The bottom-up approach focused on acquisition of basic structure of language. The top-down approach emphasized the actual meaning in the communication situation and function. And the interactional approach put emphasis on the use of metacognitive strategies for meaning composition. However, respective approach had their own limits. The bottom-up approach could not draw children's interest because of static and repetitive learning, and there were limits to the generalization. The top-down approach overlooked small elements of language such as grammatical morphemes and an acquisition of systematic grammatical knowledge. And the interactional approach was not effective for students group of hearing impairment who had low level of language abilities. A specific approach is not ideal for all students for literacy instruction, and it could be said that every sort of teaching methods can not handle all of language problems. Therefore, we should consider a well-balanced instruction method which combine above three methods such as promoting the meaningful use of language, acquiring systematic grammatical knowledge, and facilitating cognitive meaning composition for literacy instruction to the students with hearing impairment. Additionally, we consider individual language abilities, chronological age, a main communication tool, and affective factors at the same time.

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