Phonic-Based Sentence Method for Students with Hearing Impairment

This case study tried to find answers to the questions regarding how the preparation process and the execution process of the program were carried out prior to the application of the Phonic-Based Sentence Method to hearing-impaired students, how the applications were carried out and what changes occurred in the performances of the hearing-impaired students participating in the study. During the application of the Phonic-Based Sentence Method to hearing-impaired students, the Teachers’ Book was used, yet the activities in the book were extended and increased in number with different materials. During the application, in order to raise the phonetic awareness of the hearing-impaired students and to integrate reading and writing studies, such activities in the Balanced Literacy Approach as reading a story to the class, storytelling, use of sorted cards and production of classroom books were carried out. It was found out that at the end of the academic year, the seven hearing-impaired students participating in the study were able to read and write the sentences used in the Phonic-Based Sentence Method as well as were able to do analysis as independent readers.