Exploration of the process of supporting preschool reading readiness skills of a child with hearing loss via shared reading activity

The study which has aimed to support the emergent literacy skills of a child with hearing loss with shared reading activity was designed as an action research. The participants of this study were a child with hearing loss, researcher, parents of child, kindergarten teacher and validity committee members. Researcher diary, interviews, audio records of practices, documents, records of validity committee meetings, and process products were the data collecting methods of this study. As a data collecting tool, readability levels gradually increased storybook series were prepared. Before the practice period, receiptive and expressive language skills of a child were assessed and, story telling, story reading, sharing events on one picture card, singing songs and follow up activities were applied for 6 sessions. After that, practice period began by using story book series and period executed 12 sessions. During this period singing, shared reading, and follow up activities were applied. After each session validity committee meeting was organised regularly. During each meeting, problems of session were determined and decisions for solution were taken for the following session. Semi structered interviews were held with parents and kindergarten teacher during the research process. In this study data collecting and analysing processes maintained simultaneously. According to results, child with hearing loss continuing to inclusion kindergarten class has listening comprehension problems and expressing difficulties. Consequentely, it might be said that child with hearing loss benefits from shared reading activities which were prepared based on language skills of child and applied sistematically.