摘要：Sözcük daarc, bireylerin anlamn bildii ve kulland sözcükleri içerir. itenlerdeolduu gibi iitme engelli örencilerle yaplan aratrmalar, sözcük daarc geliimi ileokuduunu anlama arasnda kuvvetli bir iliki olduunu göstermektedir. Okuma yazmabecerilerinin gelitirilmesinde çeitli sözcük daarc gelitirme stratejileri kullanlmaktadr.Bu stratejiler alanyaznda dolayl ve dorudan sözcük daarc gelitirme öretimi balklaraltnda toplanmaktadr. Dolayl ve dorudan sözcük daarc gelitirme stratejilerininDengeli Okuma Yazma Öretimi Yaklam ile planland dersler, örencilerin sözcükdaarc geliimini olumlu etkilemektedir. Bu makalede iitme engelli örencilerin sözcükdaarcklarn gelitirme strateji türleri ve bu stratejilerin derslerde uygulanmas srasndadikkat edilmesi gereken temel özellikler hakknda bilgiler sunulmaktadr.
其他摘要：Vocabulary knowledge includes the words that individuals know their meanings and usethem. The research findings on vocabulary development of both normally hearing and hearingimpaired individuals have showed that there is a strong relationship between readingcomprehension and vocabulary development. Balanced Literacy Instruction Approachprovides students functional, purposeful, and meaningful vocabulary activities. Variousactivities and strategies fostering vocabulary development could be designed based on theprinciples of the Balanced Literacy Instruction Approach. Based on the principles of thisapproach combination of direct and indirect vocabulary instruction strategies is recommendedin the literature. In this paper it is aimed to introduce the types of vocabulary developingstrategies used for hearing impaired individuals and their basic features that should be knownin their application during the classroom instructions.
