INVESTIGATING THE EFFECT OF PICTURE STORIES AND MIND MAPS ON NARRATIVE WRITING ABILITIES OF COCHLEAR IMPLANTED STUDENTS

The present study aimed at investigating the impact and effectiveness of picture stories and mind mapping as writing tools for cochlear implanted students. Action research was conducted to improve cochlear implanted learners’ narrative writing skills with the help of picture storytelling and mind maps. The data was collected in two phases. After the success of intervention applied on one participant in phase I, the same intervention was given to three more participants over a period of two months, during both phases the participants were taught for 30-40 minutes five days a week. The overall findings showed positive outcomes in the writing ability of the participants. The results also indicated a sound level of the effectiveness of picture storytelling and mind maps suggesting imperative need to incorporate them in educational settings in order to help cochlear implanted learners write to their maximum potential. This research also showed the effectiveness of these tools as a guide to teachers, offering practical help, plan and conduct lessons especially where writing skills in English is taught as a second language. It is concluded that specifically designed intervention for the development of narrative writing skill can promote competency even though it is the difficulty that is faced by the D/HH students in storytelling.