ECTS - Early Literacy in Children with Hearing Loss
Early Literacy in Children with Hearing Loss (AUDY210) Course Detail
| Course Name | Course Code | Season | Lecture Hours | Application Hours | Lab Hours | Credit | ECTS |
|---|---|---|---|---|---|---|---|
| Early Literacy in Children with Hearing Loss | AUDY210 | Area Elective | 2 | 0 | 0 | 2 | 4 |
| Pre-requisite Course(s) |
|---|
| N/A |
| Course Language | English |
|---|---|
| Course Type | Compulsory Departmental Courses |
| Course Level | Bachelor’s Degree (First Cycle) |
| Mode of Delivery | Face To Face |
| Learning and Teaching Strategies | Lecture, Discussion, Question and Answer. |
| Course Lecturer(s) |
|
| Course Objectives | The aim of this course is to provide basic knowledge about literacy skills and early literacy development in children. |
| Course Learning Outcomes |
The students who succeeded in this course;
|
| Course Content | Defining the basic concepts of literacy and children's literature, criteria for choosing suitable books for children with age and hearing loss, the importance of reading interactive books, examining the development of literacy in children from birth to school period. |
Weekly Subjects and Releated Preparation Studies
| Week | Subjects | Preparation |
|---|---|---|
| 1 | Basic Concepts of Literacy | Early Childhood Literacy |
| 2 | Basic Concepts of Children's Literature | Early Childhood Literacy |
| 3 | Language, Thought, and Learning | Early Childhood Literacy |
| 4 | Systems for Spoken and Written Language | Early Childhood Literacy |
| 5 | The Beginning of Literacy | Early Childhood Literacy |
| 6 | Children's Literature and Its Role in Child Development | Early Childhood Literacy |
| 7 | Literacy in Infancy | Early Childhood Literacy |
| 8 | Midterm Exam | |
| 9 | Literacy in Preschool Period | Creating Literacy-Rich. Preschools and Kindergartens |
| 10 | Literacy for Children with Hearing Loss | Creating Literacy-Rich. Preschools and Kindergartens |
| 11 | Assessment of Early Literacy Skills | Creating Literacy-Rich. Preschools and Kindergartens |
| 12 | Children's Literature for Children with Hearing Loss | Creating Literacy-Rich. Preschools and Kindergartens |
| 13 | Book Selection in Infancy and Preschool | Literacy Beginnings: Supporting Young Readers and Writers |
| 14 | Supporting Family Members in Literacy Acquisition in terms of Literacy and Children's Literature | Literacy Beginnings: Supporting Young Readers and Writers |
| 15 | Promoting Literacy and Children's Literature in Preschools and Special Education Centers | Creating Literacy-Rich. Preschools and Kindergartens |
| 16 | Final Exam |
Sources
| Course Book | 1. Soderman, A.K., Farrell, P. (2008) Creating Literacy-Rich. Preschools and Kindergartens. Pearson Pub. |
|---|---|
| 2. Timothy Shanah Christopher Lonigan (2013) Early Childhood Literacy: The National Early Literacy Panel and Beyond 1st Edition. | |
| 3. McGee, L., Richgels, D.J. (2007). Literacy Begginings. Supporting Young Readers and Writers. Pearson Pub. |
Evaluation System
| Requirements | Number | Percentage of Grade |
|---|---|---|
| Attendance/Participation | - | - |
| Laboratory | - | - |
| Application | - | - |
| Field Work | - | - |
| Special Course Internship | - | - |
| Quizzes/Studio Critics | - | - |
| Homework Assignments | - | - |
| Presentation | - | - |
| Project | - | - |
| Report | - | - |
| Seminar | - | - |
| Midterms Exams/Midterms Jury | 1 | 40 |
| Final Exam/Final Jury | 1 | 60 |
| Toplam | 2 | 100 |
| Percentage of Semester Work | |
|---|---|
| Percentage of Final Work | 100 |
| Total | 100 |
Course Category
| Core Courses | X |
|---|---|
| Major Area Courses | |
| Supportive Courses | |
| Media and Managment Skills Courses | |
| Transferable Skill Courses |
The Relation Between Course Learning Competencies and Program Qualifications
| # | Program Qualifications / Competencies | Level of Contribution | ||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | ||
| 1 | Recognize, use and gain the ability to apply the necessary devices for audiological evaluation and testing. | X | ||||
| 2 | To be able to evaluate, define and plan using theoretical and practical concepts in the field of audiology. | X | ||||
| 3 | Demonstrates a respectful approach, taking into account individual differences, cultural beliefs and social interactions. | X | ||||
| 4 | Applies the acquired knowledge and skills in accordance with ethical principles; has the ability to change or terminate the process when necessary. | X | ||||
| 5 | Takes initiatives focused on protecting public health and contributes to the development of health policies in the field of Audiology. | X | ||||
| 6 | Effectively organizes services in the field of audiology, manages the necessary business processes to improve quality and produces solutions to problems. | X | ||||
| 7 | To be able to carry out independent professional and academic studies by using his/her knowledge and to work in effective communication and cooperation with other professional groups. | X | ||||
| 8 | Prepares reports for quality service and research in the field of audiology and participates in all stages of research and project applications. | X | ||||
| 9 | Determines the differences and individual needs of individuals in daily life, analyzes the ways of meeting the needs and develops applications that will improve the quality of life. | |||||
ECTS/Workload Table
| Activities | Number | Duration (Hours) | Total Workload |
|---|---|---|---|
| Course Hours (Including Exam Week: 16 x Total Hours) | 16 | 2 | 32 |
| Laboratory | |||
| Application | |||
| Special Course Internship | |||
| Field Work | |||
| Study Hours Out of Class | 16 | 1 | 16 |
| Presentation/Seminar Prepration | |||
| Project | |||
| Report | |||
| Homework Assignments | 1 | 12 | 12 |
| Quizzes/Studio Critics | |||
| Prepration of Midterm Exams/Midterm Jury | 1 | 15 | 15 |
| Prepration of Final Exams/Final Jury | 1 | 25 | 25 |
| Total Workload | 100 | ||