Akıcı okuma stratejilerinin okuma güçlüğü yaşayan ortaokul öğrencilerinin okuma ve anlama becerilerine etkisi
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Tarih
2024
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Alanya Alaaddin Keykubat Üniversitesi // Lisansüstü Eğitim Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmada amaç, okuma güçlüğü çeken ortaokul öğrencilerinde akıcı okuma stratejilerinin ne denli etkili olduğunun belirlenmesidir. Bu amaç doğrultusunda yankılayıcı okuma, tekrarlı okuma, kelime tekrar tekniği, rehberli okuma teknikleri birlikte kullanılmıştır. Araştırma boyunca altıncı sınıf seviyesinde farklı metin türleri tercih edilmiştir. Araştırma nitel araştırma yöntemlerinden eylem araştırması olarak desenlenmiştir. Araştırmanın çalışma grubunu okuma güçlüğü yaşayan ortaokul altıncı sınıfta öğrenim gören 4 (dört) öğrenci oluşturmaktadır. Öğrencilerin; zihinsel, işitsel ve görsel herhangi bir engelinin bulunmaması ve aynı zamanda okuma ve okuduğunu anlama seviyesinin endişe düzeyinde olması ölçüt olarak belirlenmiştir. Katılımcıların okuma ve anlama düzeylerini belirlemek amacıyla ön değerlendirme, ara değerlendirme ve son değerlendirme yapılmıştır. Bu amaçla öğrencilerin okuma ve anlama düzeylerini belirlemek için okuduğunu anlama soruları ve Yanlış Analiz Envanteri kullanılmıştır. Ön değerlendirmenin sonuçlarına göre 4 (dört) öğrencinin akıcı okuma seviyeleri %90'ın altında ve okuduğunu anlama seviyelerinin ise %50'nin altında olduğu tespit edilmiştir. Bu sonuçlara göre öğrencilerin akıcı okuma ve okuduğunu anlama seviyelerinin endişe düzeyinde olduğu belirlenmiştir. Uygulama 8 hafta ve 48 saat olarak planlanmıştır. Uygulamanın ilk yarısı tamamlandığında ara değerlendirme yapılmıştır. Ara değerlendirme sonuçlarına göre öğrencilerin akıcı okuma ve okuduğunu anlama düzeylerinde gelişim görülmesine karşın endişe düzeyinde kaldıkları tespit edilmiştir. Uygulamanın tamamlanmasının ardından yapılan son değerlendirme sonuçlarına göre bir öğrencinin gelişim göstermesine karşın endişe düzeyinde kaldığı, bir öğrencinin öğretim düzeyine, iki öğrencinin ise serbest düzeye ulaştıkları tespit edilmiştir. Uygulama sonunda elde edilen verileri doğrultusunda katılımcıların okuma ve okuduğunu anlama düzeylerinde anlamlı bir farklılık tespit edilmiştir. Araştırma sonuçlarına göre akıcı okuma stratejilerinin, okuma ve okuduğunu anlama becerilerine olumlu yönde etki ettiği belirlenmiştir.
The aim of this research is to determine how effective fluent reading strategies are on sixth grade students with reading difficulties. For this purpose, resonant reading, repetitive reading, word repetition technique and guided reading techniques were used together. Throughout the research, different text types were preferred at the sixth grade level. The research was designed as action research, one of the qualitative research methods. The study group of the research consists of 4 (four) sixth grade secondary school students who have reading difficulties. It was determined that the participants should not have any mental, auditory or visual disabilities and that their reading and reading comprehension level should be at the anxiety level. Pre-evaluation, intermediate evaluation and final evaluation were carried out to determine the reading and comprehension levels of the participants. For this purpose, reading comprehension questions and Mistake Analysis Inventory were used to determine students' reading and comprehension levels. According to the results of the preliminary evaluation, it was determined that the reading fluency levels of 4 (four) students were below 90% and their reading comprehension levels were below 50%. According to these results, it was determined that the students' reading fluency and reading comprehension levels were at an anxiety level. The application was planned as weeks and 48 hours. An interim evaluation was made when the first half of the application was completed. According to the interim evaluation results, it was determined that although there was an improvement in the students' fluent reading and reading comprehension levels, they remained at the anxiety level. According to the final evaluation results after the completion of the application, it was determined that one students reached the instructional level and two students reached the free level. Based on the data obtained at the end of the application, a significant difference was detected in the reading and reading comprehension levels of the participants. According to the results of the research, it was determined that fluent reading strategies had a positive impact on reading and reading comprehension skills
The aim of this research is to determine how effective fluent reading strategies are on sixth grade students with reading difficulties. For this purpose, resonant reading, repetitive reading, word repetition technique and guided reading techniques were used together. Throughout the research, different text types were preferred at the sixth grade level. The research was designed as action research, one of the qualitative research methods. The study group of the research consists of 4 (four) sixth grade secondary school students who have reading difficulties. It was determined that the participants should not have any mental, auditory or visual disabilities and that their reading and reading comprehension level should be at the anxiety level. Pre-evaluation, intermediate evaluation and final evaluation were carried out to determine the reading and comprehension levels of the participants. For this purpose, reading comprehension questions and Mistake Analysis Inventory were used to determine students' reading and comprehension levels. According to the results of the preliminary evaluation, it was determined that the reading fluency levels of 4 (four) students were below 90% and their reading comprehension levels were below 50%. According to these results, it was determined that the students' reading fluency and reading comprehension levels were at an anxiety level. The application was planned as weeks and 48 hours. An interim evaluation was made when the first half of the application was completed. According to the interim evaluation results, it was determined that although there was an improvement in the students' fluent reading and reading comprehension levels, they remained at the anxiety level. According to the final evaluation results after the completion of the application, it was determined that one students reached the instructional level and two students reached the free level. Based on the data obtained at the end of the application, a significant difference was detected in the reading and reading comprehension levels of the participants. According to the results of the research, it was determined that fluent reading strategies had a positive impact on reading and reading comprehension skills
Açıklama
Anahtar Kelimeler
Akıcı okuma, okuma güçlüğü, okuma hataları, okuduğunu anlama, Reading fluency, reading difficulty, reading errors, reading comprehension
