Examination of reading miscues and reading comprehension skills of students with cochlear implants in the inclusion

The main purpose of this research is to evaluate the reading miscues and reading comprehension skills of cochlear implant users in the inclusion of 3-8th grade students. In the research, a descriptive model was used in order to describe the reading miscues of students with cochlear implants, the reflection of reading miscues on reading comprehension, and the opinion of teachers on students' reading performance. The research was carried out with cochlear implant users in the 3-8th grades in the inclusion environment in the provinces of Kayseri and Tekirdağ. 15 students with cochlear implants, their class teachers and Turkish teachers was the participated of this research. As a data collection tool in the research; The Student Information Form, The Teacher Interview Form, The stories in the Informal Reading Inventory, The forms of retelling and answering the questions about read stories, The Miscue Analysis Form and The Reading Comprehension Assessment Tool were used. Research data were analyzed descriptively. As a result of the research, it was found that students with cochlear implants were able to use the knowledge of the language clue systems, they made reading miscues in the types of substitution, omissions, addition/insertion, repeated miscue and complicated miscue similar to their peers with normal hearing at the instructional reading level, the number of miscue was not reflected in their reading comprehension and answering questions scores. It was seen that the meaning-changing miscue, rather than the number of miscue, reflected reading comprehension. Based on the research findings, it can be said that students with cochlear implants in the inclusion need support training for correcting reading miscues, retellings and question-answer relationships. Key words: Cochlear implant, Reading miscue, Reading comprehension skills, Informal Reading Inventory, Inclusion/Inclusive Education.