Özet:

Hearing disabled readers need to develop their form-form and form-specific awareness skills in order to fully understand a text. The formology that studies the smallest units aims not only to understand the units, but the whole of the text. In short, the formalistic and formalistic skills also provide awareness of the awareness that students have, their skills related to other language components such as vocal science, vocality, understanding. Today, in acquiring reading skills, the importance of formatory and form-specific awareness skills that cover language components is increasingly highlighted. It is known that there is a positive relationship between the ability to sign language of hearing disabled readers and the acquisition of reading and writing skills, although both languages have their own linguistic rules and a positive interaction between languages in the acquisition of reading skills. Therefore, from this positive interaction between sign language skill and reading writing skills, the form-specific characteristics of both languages should be learned and the effective use of the reading writing skills of children with hearing disabilities should be included. In this collection, the formological and form-specific characteristics of both languages, Turkish Sign Language (TID) and Turkish, in reading skills are comparatively studied in terms of conformity and time categories in actions.

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