Evaluation of sequence card activities performed on hearing-impaired preschool children

Abstract

This study aims to evaluate use of sequence card in literacy activities of preschool hearing-impaired children. The study designed as a case study. The data collected from preschool grade 2 in Research and Education Center for Hearing Impaired Children, Anadolu University, Turkey by using classroom observations, teacher interviews, documents, records of validity committee and reflective journal of the researcher. Findings of the study indicated that sequence card activities supported the vocabulary, awareness of story grammar, telling the main events in the story, predicting skills, relating the events in the story, sequencing and summarizing the events in preschool hearing-impaired children