Baumann JF, Kameenui EJ (2004). Vocabulary instructin: research to practice. New York, London. The Guildfor Press.

Beck IL, McKeown MG, McCaslin E (1983). Vocabulary development: all context are not created equal. Elementery School J. 83:177-181.
Crossref

Bennett JG, Gardner III R, Leighner R, Clancy S, Garner J (2014). Explicitly Teaching English Through the Air to Students Who Are Deaf or Hard of Hearing. Am. Ann. Deaf. 159(1):45-58.
Crossref

Bingham GE, Hall-Kenyon KM (2013). Examining teachers' beliefs about and implementation of a balanced literacy framework. J. Res. Read. 36(1):14-28.
Crossref

Black R, Levin JA, Mehan E, Quinn CN (1983). Distance education: access guidelines for students with disabilities. Am. J. Distance Educ.15(1):25-40. 

Blair TR, Rupley WH, Nichols WD (2007). The effective teacher of reading: Considering the 'what' and 'how' of instruction. Read. Teacher 60(5):432-438.
Crossref

Bogdan R, Biklen KS (2007). Qualitative research for education: An introduction to theories and methods. (5th Edition). Pearson.

Carnahan CR, Williamson PS, Hollings A, Israel M (2012). Using Technology to Support Balanced Literacy for Students with Significant Disabilities. Teaching Exceptional Children 45(1):20-29.
Crossref

Charlesworth A, Charlesworth R, Raban B Rickards F (2006). Teaching Children with Hearing, Loss in Reading Recovery. Literacy Teaching and Learning: an Int. J. Early Read. Writ. 11 (1):21-50.

Cramer RL (2004). The language arts, a balanced approach to teaching reading, writing, listening, talking and thinking. Boston, Newyork, San Francisco: Pearson Inc.

Creswell JW (2005). Educational research: planning, conducting, and evaluating quantitative and qualitative research. Columbus: Upper Saddle River.

Diamond L, Gutlohn L (2006). Teaching vocabulary. 

View

Ewoldt C (1982). Diagnostic approach and procedures and the reading process. Reading and the hearing impaired individual. Volta Review, 84:83-93. (Retrieved from Walker, Munro and Rickards, 1998)

Fountas IC, Pinel GS (1996). Guided reading, good first teaching for all children. Heinemann, Portsmouth, NH.

Fraenkel J, Wallen N (2003). How to design and evaluate research in education. (4th ed.). USA: McGraw-Hill Companies, Inc.

Gambrell LB, Morrow, LM, Pressley M (2007). Best practices in literacy instruction. USA, The Guildford Press.

Gay LR, Airasian P (2003). Educational research: Competencies for analysis and applications. New Jersey, NJ: Merril Prentice Hall.

Gillet JW, Temple C (1990). Understanding reading problems: assessment and instruction. (3rd ed). Glenview, IL: Scott, Foresman/Little, Brown Higher Education.

Girgin U (2003). Okudugunu anlamada soru sorma stratejileri ve isitme engelli cocuk (Questioning strategies in reading comprehesion and hearing impaired child). Egitim Arastırmaları Dergisi 3(10):66-72.

Girgin MC (2003). Isitme engelli cocuklarin egitimine giris (Introduction to education for hearing impaired children). Eskisehir, Turkey: Anadolu Universitesi Yayınları, No.153. EEYO Yayınları; No. 6.

Girgin U (2006). Evulation of Turkish hearing impaired reading comprehension with the miscue analysis inventory. Int. J. Special Educ. 21(3):68-84.

Glynn SM, Aultman LP, Owens AM (2005). Motivation to learn in general education programs. J. General Educ. 54(2):150-170.
Crossref

Graham L, Wong BYL (1993). Comparing two modes in teaching a question answering strategy for enhancing reading comprehension: Didactic and self instructional training. J. Learn. Disabilities, 26(4):270-279.
Crossref

Graves MF (1986). Vocabulary learning and instruction. Rev. Res. Educ. 13:49-89.
Crossref

Harrel A, Jordan M (2002). 50 Active learning strategies for improving reading comprehension. Ohio: Merril Prentice Hall.

Hiebert EH, Kamil ML (2005). Teaching and learning vocabulary. Bringing research to practice. New Jersey, London: Lawrence Erlbaum Associates, Publisher.

Jacops H (1989). Interdisciplinary Curriculum: Design and Implementation. San Francisco, Alexandria, VA: Association for Supervision and Curriculum Development.4-5.

Jhonson, A (2002). A short guide to action research, Needham Heights, MA: Allyn and Bacon.

Johnson C, Johnson D (2004). Why teach vocabulary? 

Karasu HP, Girgin U (2007). Kaynastirmadaki isitme engelli cocuklarin yazili anlatim becerilerinin degerlendirilmesi (Assessment of writing skills of hearing impaired students who attend mainstream classes). Anadolu Universitesi Sosyal Bilimler Dergisi, 7(1):467-488.

Karasu G, Girgin U, Uzuner Y, Kaya Z (2012). Isitme engelli universite ogrencilerine uygulanan tanimlama yapma stratejisinin incelenmesi (An examination of defining strategy applied to hearing impaired college students.) Anadolu Journal of Educational Sciences International. 2(1):19-41.

Karatay H (2007). Kelime ogretimi (Vocabulary teaching). G. U. Gazi Egitim Fakultesi Dergisi, 27(1):141-153.

Keller JM (1987), The systematic process of motivational design. Performance and Instruction J. 26(9):1-8.
Crossref

Kelly L (1996). The interaction of syntactic competence and vocabulary during reading by deaf student. J. Deaf Stud. Deaf Educ. Winter, 1(1):75-90.

Kyle FE, Campbell R, MacSweeney M (2016). The relative contributions of speechreading an vocabulary to deaf and hearing children's reading ability. Research in Developmental Disabilities. 48:13-24.
Crossref

Lombardi D (2015). READ 180 Evaluation: balanced literacy in a low-ıncome, underperforming urban high school. Unpublished doctoral dissertation. Walden University Networked Digital Library of Theses & Dissertations.

Lederberg AR, Prezbindowski AK, Spencer PE (2000). Word learning skills of deaf preschoolers: The development of novel mapping and rapid word learning strategies. Child Development. 71:1571-1585.
Crossref

LeNoir WD (1993). Teacher questions and schema activation. Clearing House, 66(6):349-352.
Crossref

Luckner JL, Cooke C (2010). A summary of the vocabulary research with who are deaf or hard of hearing. American Annals of the Deaf, Spring, 155(1):38-67.

Marschark M, Lang HG, Albertini JA (2002). Educating deaf students. Oxford, New York: Oxford University Press.

Marschark M, Spencer, PE (2003). Oxford handbook of deaf studies, language, and education. Oxford, New York: Oxford University Press.

McAnally PL, Rose S, Quigle SP (2007). Reading practices with deaf learner. (2nd ed.) USA: Pro-Ed. Inc.

McShane S (2005). Applying Research in Reading Instruction for Adults, First Steps for Teachers. USA, National Institute for Literacy, National Center for Family Literacy.

Mcloughlin JA, Lewis RB (2004). Assessing students with special needs. (7th ed.) Prentice Hall.

Moore MG, Kearsley G (1996). Distance education. A system view. Belmont, CA: Wadsworth Publishing Company.

Nagy WE (1988). Teaching vocabulary to improve reading comprehension. Newark, DE: International Reading Assn.

Paul VP (1996). Reading vocabulary knowledge and deafness. J. Deaf Stud. Deaf Educ. Winter 1(1):3-15.

Paul VP (2001). Language and deafness. (3rd ed.). Canada: Thomson Learning Inc.

Policastro, MM (2015). Word walls to language walls: A natural evolution in the Balanced Literacy Classroom. Illinois Reading Council J. 43(3):15-22.

Pressley M, Roehrig A, Bogner K, Raphael LM, Dolezal S (2002). Balanced literacy instruction. Focus Except. Children 34(5):1-14.

Reutzel RD, Cooter RB (1999). Balanced reading strategies and practices, assessing and assisting readers with special needs. Upper Saddle River, New Jersey Columbus, Ohio: Merril and Prentice Hall.

Reutzel RD (2002). Best practices in literacy instruction. (3rd ed.), Gambrell LB, Morrow LM, Pressley M (Eds.). Organizing effective literacy instruction: Differenttiating instruction to meet the needs of all children. (pp. 313-343) New York, London: The Guildford Press.

Richek MA, Caldwell JS, Jennings JH, Lerner JH (2002). Reading problems assesment and teaching strategies, (4th ed.), Boston: Allyn and Bacon.

Raphael TE (1986). Teaching Question Answer Relationship, Revisited. Reading Teacher 39:516-522.

Rupley WH, Nichols WD (2005). Vocabulary instruction for the struggling reader. Reading and Writing Quarterly, 21:239-260. 
Crossref

Rupley WH, Blair TR, Nichols WD (2009). Effective reading instruction for struggling readers: The role of direct/explicit teaching. Reading Writ. Quart. 25:125-138. 
Crossref

Schirmer BR, Woolsey ML (1997). Effect of teacher question on the reading comprehension of deaf children. J. Deaf Stud. Deaf Educ. Winter 2(1):47-56.

Schirmer BR (2000). Language and literacy development in children who are deaf. Boston, MA: Allyn and Bacon Inc.

Schirmer BR, McGough SM (2005). Teaching reading to children who are deaf:Do the Conclusions of the National Reading Panel Apply. Rev. Educ. Res. 75(1):83-117. 
Crossref

Searfoss LW, Readence JE (1989). Helping children learn to read. Boston: Allyn and Bacon.

Silliman ER, Wilkinson LC (2004). Language and literacy learning in schools. Newyork: The Guilford Press.

Stahl SA, Fairbanks MM (1986). The effects of vocabulary instruction: A model based meta-analysis. Rev. Educ. Res. 56(1):72-110.
Crossref

Stahl SA (1999). Vocabulary development. Cambridge, MA., Brookline Books.

Stahl SA, Nagy WE (2006). Teaching word meanings. New Jersey: Literacy Teaching Series, Lawrence Erlbaum Associates Inc.

Stewart DA, Kluwin TN (2001). Teaching deaf and hard of hearing student, content, strategies and curriculum. Boston: Allyn and Bacon.

Strassman BK, Kretschmer RE, Bilsky LH (1987). The instantiation of general terms by deaf adolescents/adults. Journal of Communication Disorders. 20:1-13.
Crossref

Taylor DB, Mraz M, Nichols WD, Rickelman RJ, Wood KD (2009). Using explicit instruction to promote vocabulary learning for struggling readers. Reading-Writing Quarterly 25:1-16

Tekin E, Kırcaali-Iftar G (2001). Ozel egitimde yanlissiz ogretim yontemleri (Errorlles teaching procedures in special education). Ankara, Turkey: Nobel Yayin Dagitim.

Tompkins GE (2007). Literacy for the 21st century, teaching reading and writing in prekindergarten through grade 4. Upper Saddle River, New Jersey Columbus, Ohio. Merril Prentice-Hall, Inc.

Trussell JW, Easterbrooks S (2016). Morphological knowledge and students who ar deaf or Hard-of-hearing: A review of the literature. Communication Disorders Quarterly. 
Crossref

Uzuner Y, Icden G, Girgin U, Beral A, Kircaali-Iftar G (2005). An examination of impacts of text related questions on story grammar acquisition of three Turkish youths with hearing loss. Int. J. Special Educ. 20(2):111-121.

Uzuner Y (2008). Ilkokuma yazma ogretiminde olcme degerlendirme (Assesment and evaluation in primary reading and writing education). Can, G. (Ed.) Ilkokuma ve yazma egitimi (Primary reading and writing education). Eskisehir, Turkey: Anadolu Universitesi, Acik Ogretim Fakultesi Yayinlari. Press (932):209-237.

Uzuner Y, Girgin U, Kaya Z, Karasu G, Girgin MC, Erdiken B, Cavkaytar S, Tanridiler A (2011). Isitme engelli genclere uygulanan dengeli okuma yazma calismalarinin incelenmesi (An examination of balanced literacy instructional model implemented to youths with hearing loss). Kuram and Uygulamada Egitim Bilimleri. 11(4):2111-2134.

Uzuner Y (2007a). The impact of strategies used in the blanced literacy approach on story grammar acquisition of three Turkish students with hearing loss: an action study. Deafness and Education International, Deafness Educ. Int. 9(1):24-44.
Crossref

Walker L, Munro J, Rickards FW (1998). Literal and inferencial comprehension for student who are deaf or hard of hearing. Volta Rev. 100(2):87-104.

Yildirim A, Simsek H (2011). Sosyal bilimlerde nitel arastirma yontemleri (Qualitative research methods in the social sciences). Ankara, Turkey: Seckin Yayincilik.