Investigation of directed reading and guided reading process in Turkish lesson with a student with hearing loss in inclusion/integration environment

In this study it was aimed to examine the implementation process of directed reading activity and guided reading activity with a student with hearing loss in an inclusion environment. The study was designed action research. The participants were the student with hearing loss, the researcher/teacher, members of the validity committee, the classroom teacher and the family. Implementation data were collected through observations, validity committee meetings and minutes, researcher's diary, interviews, stories, activity plans and checklists. Data collection and analysis were conducted simultaneously. The stories prepared during the implementation process were organized according to the level of comprehension of the students, and the applications were planned and carried out. In the validity committee meetings, the applications were evaluated and solutions were developed to overcome the difficulties experienced in the applications. In the process of implementing the activities, the teaching of skills and strategies such as using prior knowledge and experiences that students have difficulty in comprehending what they read, having a purpose for reading, reading words correctly and reading sentences fluently, explaining what they read, predicting, establishing cause-effect relationships, and making inferences were emphasized. As a result of the research, it was understood that the student improved in using these skills and strategies, but continued to need support education in reading comprehension. It was observed that the implementation process contributed to the researcher in planning the activities, organizing the texts by considering the reading comprehension level of the students and implementing the activities.