Shared reading implementation during the literacy period of a child with hearing loss

Abstract

Shared reading, which enables children to acquire new experiences in the field of language, is one of several fundamental instructional practices that facilitate the development of literacy skills in children from an early age. This descriptive and holistic case study aims to investigate the shared reading practices carried out in the Primary 1st Grade literacy studies. The subject of the study is a child with hearing loss who receives auditory-oral education. The data in this study have been collected through the syllabus, classroom observations, documents, the records of the validity and reliability committee, process products and the researcher’s log. In the analysis of the data, the educational program and the process products have been examined, observation sessions of shared reading practices have been documented, and prominent findings have been identified. It could be safely claimed, per the findings of this study, that the features of the storybook, the literacy strategies applied during shared reading practices, and the follow-up activities contribute significantly to the benefits of shared reading practices.