Examining teacher's book reading activities with a preschool aged child with hearing loss

This study, which was designed as an action research, aims to examine a teacher's book reading activities to a child in the preschool period. Participants of the research were the researcher herself, a hearing impaired child whose is three years old, her mother and grandmother. The data of the study were collected via semi-structured interviews, documents, reflective researcher journal, audio tape and video tape recordings. The collected data were analyzed in both descriptive and inductive way where necessary throughout the research process and at the end. Improving literacy skills of a hearing-impaired child have been assessed with the help of "Developing Literacy Control Skill List" before and after application. The result of the study shows that the strategies used in the introduction, development and conclusion of the story in a typical book reading practice, support the developing literacy skills of the hearing impaired child, develop the vocabulary of child, show effective oral language skills when active participation in the story book, and exhibit similar literate behaviors with the hearing peers. As a result of the research, it can be said that the emergent literacy skills of the hearing impaired child was improved by quality reading activities. Keywords: Emergent literacy, Hearing impaired child, Reading books, Teacher practice.