The evulation of the story schemas by the hearing impaired mainstream students

In the present study, the story schema levels of the hearing impaired mainstreamstudents, who enroll in the 4th, 5th, 6th, 7th and 8th grades of primary schools in Eskişehir, andindividual characteristics of those students such as the level of hearing loss, the time span ofusing hearing aid, chronological age and class levels that are assumed to have affect on theimprovement of the story schema levels are examined.A descriptive analysis model was utilized in order to evaluate the story schema levelsthat improved by the hearing impaired mainstream students through the story texts in the textbooks and relational-survey model was used to examine the individual characteristics thatmight have an effect on the level of story schema building skills. The participants of thepresent study are 22 hearing impaired mainstream students in the primary schools inEskişehir.The data concerning the students? schema levels, which they have improved throughthe story texts, are obtained through the students? retelling what they have read. Theirretellings are graded through the Retelling Evaluation Form, and their marks are interpretedthrough Retelling Evaluation Instrument. Concerning the reliability of the data the inter-raterreliability scores are examined.The findings of the study revealed that the hearing impaired mainstream students havestarted to improve their schemas in the simplified and intermediate level story texts, howevertheir schemas are not improved in fourth grade?s story text. It is observed that the participantsmostly improved the knowledge in relation to the characters in the texts whereas theknowledge related to the details is not improved well. The data of the present study depictthat the participants mostly improved story schemas concerning the knowledge of the settingof the characters and place, knowledge of the attempt of the story, consequence, ending of thestory and the problem of the story, whereas, they rarely improved story schemas concerningthe plan of the story, the internal reaction of the story and time concept in the setting of thestory. It is found that there is a significant relation between the story schema levels of theparticipants and their class levels; and between the improved story schema levels and ages ofthe participants.With reference to the findings of the study it can be claimed that the hearing impairedmainstream students within the scope of the present study have deficiency of knowledge andexperience concerning the story schemas that they have improved through the story textswhich are appropriate to their language and reading levels.