Araştırma Makalesi
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Okuma Tiyatrosu Yöntemi ile İlkokul Birinci Sınıf Öğrencilerinin Okuma Becerilerinin Geliştirilmesi

Yıl 2024, Cilt: 53 Sayı: 241, 409 - 428, 01.02.2024
https://doi.org/10.37669/milliegitim.1190692

Öz

Bu araştırmada okuma tiyatrosu yöntemi kullanılarak ilkokul birinci sınıf öğrencilerinin okuma tutumları, okuduğunu anlama ve akıcı okuma becerilerini geliştirmek amaçlanmıştır. Bu amaç doğrultusunda araştırma eylem araştırması deseni kullanılarak yürütülmüştür. Araştırmanın çalışma grubu kolay ulaşılabilir durum örneklemiyle belirlenen 24 ilkokul birinci sınıf öğrencisinden oluşmaktadır. Araştırmanın verileri Garfield Görselli 1-6. Sınıflar için Okumaya Yönelik Tutum Ölçeği ve okuduğunu anlama soruları kullanılarak toplanmıştır. Akıcı okumanın kelime tanıma, okuma hızı ve okuma prozodisi boyutlarının ölçümlenmesinde katılımcıların bir dakikalık sesli okumaları ses kayıt cihazıyla kayıt altına alınarak hesaplanmıştır. Ayrıca okuma prozodisi için Okuma Prozodisi Rubriği kullanılmıştır. Araştırmanın sürecini ortaya çıkarmak için sınıf öğretmeni tarafından yansıtıcı günlük tutulmuştur. Bu bağlamda nicel veriler için ilgili istatistiksel analizlere başvurulurken yansıtıcı günlük betimsel analize tabi tutulmuştur. Araştırmanın sonucunda okuma tiyatrosu yönteminin ilkokul birinci sınıf öğrencilerinin okuma tutumlarını, okuduğunu anlama ve akıcı okuma becerisini geliştirdiği ortaya çıkmıştır.

Kaynakça

  • Akyol, H. (2006). Türkçe öğretim yöntemleri. Kök Yayıncılık.
  • Akyol, H., Yıldırım, K., Ateş, S., Çetinkaya, Ç., ve Rasinski, T.V. (2014). Okumayı değerlendirme. Pegem Akademi.
  • Babacan, K. (2020). Okuyucu tiyatrosunun ilköğretim 4. sınıf öğrencilerinin akıcı okuma ve okuduğunu anlama becerilerine etkisi. (Yayınlanmamış Yüksek Lisans Tezi). Gazi Üniversitesi.
  • Carrick, L. U. (2000). The effects of readers theatre on fluency and comprehension in fifth grade students in regular classrooms. (Unpublished Doctoral Dissertation). Lehigh University.
  • Garrett, T. D., & O’Connor, D. (2010). Readers’ theater: "Hold on, let’s read it again. Teaching Exceptional Children, 43(1), 6–13. https://doi.org/10.1177/004005991004300101
  • Huang, S. C. (2007). A window on reading: Conducting a reader’s theater based on adolescent literature reading program in English classes in junior high school. (Unpublished master’s thesis). National Kaohsiung Normal University.
  • Kanık Uysal, P., ve Duman, A. (2020). The effects of fluency-oriented reading instruction on reading skills. Pegem Eğitim ve Öğretim Dergisi, 10(4), 1111-1146. http://dx.doi.org/10.14527/pegegog.2020.034
  • Kanık Uysal, P. (2020). Akıcı okuma becerilerinin geliştirilmesinde okuma tiyatrosunun kullanılması: Bir eylem araştırması. Kırşehir Eğitim Fakültesi Dergisi, 21(2), 1202- 1246.
  • Kanık Uysal, P. (2021). Akıcı okuma, okuduğunu anlama ve kelime hazinesinin geliştirilmesinde kullanılan bir yöntem: okuma tiyatrosu. Ana Dili Eğitimi Dergisi, 9(1), 76-93. https://doi.org/10.16916/aded.817654
  • Keehn, S. (2003). The effect of instruction and practice through readers theatre on young readers’ oral reading fluency. Reading Research and Instruction, 42(4), 40–61. https://doi.org/10.1080/19388070309558395
  • Keehn, S., Harmon, J., ve Shoho A. (2008). A study of readers theater in eighth grade: Issues of fluency, comprehension, andvocabulary, Reading & Writing Quarterly, 24, 335–362. https://doi.org/10.1080/10573560802004290
  • Kerry Moran, K. (2006). Nurturing emergent readers through readers theater. Early Childhood Educ J 33, 317–323. https://doi.org/10.1007/s10643-006-0089-8
  • Kocaarslan, M. (2016). “Garfield” görselli 1-6. sınıflar için okumaya yönelik tutum ölçeğinin Türkçe uyarlama çalışması. İlköğretim Online, 15(4), 1217-1233. http://dx.doi.org/10.17051/io.2016.25140
  • Lee, Y. H. (2010). A case study of reader’s theater based on adapted literary works in an elementary bilingual class. (Unpublished master’s thesis). National Kaohsiung Normal University.
  • Lekwilai, P. (2014). Reader’s theater: An alternative tool to develop reading fluency among thai efl learners, PASAA, 48, 89-11.
  • Lekwilai, P. (2016). Using Reader’s Theater to develop reading fluency among Thai EFL students. Pasaa Paritat, 31, 163-188.
  • Lekwilai, P. (2021). “Read it like you mean it”: developing prosodic reading using reader’s theater, rEFLections, 28(1), 1-18.
  • Lin, Y. (2015). Using readers theater as a facilitator in elementary school english training, Journal of Education and Learning, 4(2), 43-52. http://dx.doi.org/10.5539/jel.v4n2p43
  • Lornklang, T., ve Gu, C. (2021). The use of picture-word ınductive model and readers’ theater to ımprove chinese efl learners’ vocabulary learning achievement, Advances in Language and Literary Studies, 12(3), 120-126. http://dx.doi.org/10.7575/aiac.alls.v.12n.3.p.120
  • Marshall, H. B. (2017). The effectiveness of readers' theatre on fluency, comprehension, and motivation on primary students. (Unpublished doctoral dissertation). Middle Tennessee State University.
  • Martinez, M., Roser, N.L., ve Strecker, S. (1998). “I never thought I could be a star”: A readers theatre ticket to fluency. The Reading Teacher, 52(4), 326–334.
  • Miles, H. B. ve Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.
  • Millin, S. K. ve Rinehart, S. D. (1999). Some of the benefits of readers theater participation for secondgrade title I students. Reading Research and Instruction, 39(1), 71–88. https://doi.org10.1080/19388079909558312.
  • Rasinski, T. V. ve Young, C. (2017). Effective instruction for primary grade students who struggle with reading fluency. International Perspectives on Inclusive Education, 11, 143–157. https://doi.org/10.1108/S1479-363620170000011010
  • Rasisnki, T., Stokes, F., ve Young, C. (2017). The role of the teacher in reader’s theater instruction, Texas Journal of Literacy Education, 5(2), 168-174.
  • Samuels, S. J. (1979). The method of repeated readings. The Reading Teacher, 32(4), 403-408.
  • Smith, D. M. (2011). Readers theatre: Its effecttiveness in improving reading fluency, student motivation, and attitudes toward reading among second-grade students. Doctoral Dissertation, The Pennsylvania State University.
  • Tabachnick, B. G., ve Fidell, L. S. (2013). Using Multivariate Statistics (6th ed.). MA: Pearson.
  • Tian, S. P., ve Wu, N. T. (2012). Reader theater as a ticket to more then reading flency: A study of student interaction and perception. National Taiwan University of Science and Technology, Journal of Liberal Arts and Social Sciences, 8(2), 97-118.
  • Yıldırım, A., ve Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayınları
  • Yıldız, M., Yıldırım, K., Ateş, S., ve Çetinkaya, Ç. (2009). An evaluation of the oral reading fluency of 4th graders with respect to prosodic characteristics. International Journal of Human Sciences, (6), 353-360.
  • Young, C., & Rasinski, T. V. (2009). Implementing readers theatre as an approach to classroom fluency instruction. The Reading Teacher, 63(1), 4-13. https://doi.org/10.1598/RT.63.1.1
  • Young, C., Durham, P., Miller, M., Timothy Victor Rasinski, T. V., ve Lane, F. (2019) Improving reading comprehension with readers theater, The Journal of Educational Research, 112(5), 615-626. https://doi.org/10.1080/00220671.2019.1649240
  • Young, C., Durham, P., Rasisnki, T. V., Godwin, A., ve Miller, M. (2021). Closing the gender gap in reading with readers theater, The Journal of Educational Research, 114(5), 495-511. https://doi.org/10.1080/00220671.2021.1986460
  • Young, C., Lagrone, S., & McCauley, J. (2020). Read like me: An intervention for struggling readers. Education Sciences, 10(3). https://doi.org/10.3390/educsci10030057
  • Young, C., ve Nageldilger, J. (2014). Considering the context and texts for fluency: Performance, readers theater, and poetry, International Electronic Journal of Elementary Education, 7(1), 47-56.

Developing Reading Skills of Primary School First Grade Students with Reading Theater Method

Yıl 2024, Cilt: 53 Sayı: 241, 409 - 428, 01.02.2024
https://doi.org/10.37669/milliegitim.1190692

Öz

In this study, it was aimed to improve the reading attitudes, reading comprehension and fluent reading skills of primary school first grade students by using the reading theater technique. For this purpose, the research was conducted using the action research design. The study group of the research consists of 24 primary school first grade students determined by the easily accessible case sample. Research data 1-6 with Garfield Visuals. It was collected using the Attitudes Towards Reading Scale for Classrooms and reading comprehension questions. In measuring the word recognition, reading speed and reading prosody dimensions of fluent reading, one-minute voice readings of the participants were recorded with a voice recorder and calculated. In addition, the Reading Prosody Rubric was used for the reading prosody. A reflective diary was kept by the classroom teacher to reveal the process of the research. In this context, while applying statistical analyzes for quantitative data, reflective diary was subjected to descriptive analysis. As a result of the research, it was revealed that the reading theater technique improved the reading attitudes, reading comprehension and fluent reading skills of primary school first grade students.

Kaynakça

  • Akyol, H. (2006). Türkçe öğretim yöntemleri. Kök Yayıncılık.
  • Akyol, H., Yıldırım, K., Ateş, S., Çetinkaya, Ç., ve Rasinski, T.V. (2014). Okumayı değerlendirme. Pegem Akademi.
  • Babacan, K. (2020). Okuyucu tiyatrosunun ilköğretim 4. sınıf öğrencilerinin akıcı okuma ve okuduğunu anlama becerilerine etkisi. (Yayınlanmamış Yüksek Lisans Tezi). Gazi Üniversitesi.
  • Carrick, L. U. (2000). The effects of readers theatre on fluency and comprehension in fifth grade students in regular classrooms. (Unpublished Doctoral Dissertation). Lehigh University.
  • Garrett, T. D., & O’Connor, D. (2010). Readers’ theater: "Hold on, let’s read it again. Teaching Exceptional Children, 43(1), 6–13. https://doi.org/10.1177/004005991004300101
  • Huang, S. C. (2007). A window on reading: Conducting a reader’s theater based on adolescent literature reading program in English classes in junior high school. (Unpublished master’s thesis). National Kaohsiung Normal University.
  • Kanık Uysal, P., ve Duman, A. (2020). The effects of fluency-oriented reading instruction on reading skills. Pegem Eğitim ve Öğretim Dergisi, 10(4), 1111-1146. http://dx.doi.org/10.14527/pegegog.2020.034
  • Kanık Uysal, P. (2020). Akıcı okuma becerilerinin geliştirilmesinde okuma tiyatrosunun kullanılması: Bir eylem araştırması. Kırşehir Eğitim Fakültesi Dergisi, 21(2), 1202- 1246.
  • Kanık Uysal, P. (2021). Akıcı okuma, okuduğunu anlama ve kelime hazinesinin geliştirilmesinde kullanılan bir yöntem: okuma tiyatrosu. Ana Dili Eğitimi Dergisi, 9(1), 76-93. https://doi.org/10.16916/aded.817654
  • Keehn, S. (2003). The effect of instruction and practice through readers theatre on young readers’ oral reading fluency. Reading Research and Instruction, 42(4), 40–61. https://doi.org/10.1080/19388070309558395
  • Keehn, S., Harmon, J., ve Shoho A. (2008). A study of readers theater in eighth grade: Issues of fluency, comprehension, andvocabulary, Reading & Writing Quarterly, 24, 335–362. https://doi.org/10.1080/10573560802004290
  • Kerry Moran, K. (2006). Nurturing emergent readers through readers theater. Early Childhood Educ J 33, 317–323. https://doi.org/10.1007/s10643-006-0089-8
  • Kocaarslan, M. (2016). “Garfield” görselli 1-6. sınıflar için okumaya yönelik tutum ölçeğinin Türkçe uyarlama çalışması. İlköğretim Online, 15(4), 1217-1233. http://dx.doi.org/10.17051/io.2016.25140
  • Lee, Y. H. (2010). A case study of reader’s theater based on adapted literary works in an elementary bilingual class. (Unpublished master’s thesis). National Kaohsiung Normal University.
  • Lekwilai, P. (2014). Reader’s theater: An alternative tool to develop reading fluency among thai efl learners, PASAA, 48, 89-11.
  • Lekwilai, P. (2016). Using Reader’s Theater to develop reading fluency among Thai EFL students. Pasaa Paritat, 31, 163-188.
  • Lekwilai, P. (2021). “Read it like you mean it”: developing prosodic reading using reader’s theater, rEFLections, 28(1), 1-18.
  • Lin, Y. (2015). Using readers theater as a facilitator in elementary school english training, Journal of Education and Learning, 4(2), 43-52. http://dx.doi.org/10.5539/jel.v4n2p43
  • Lornklang, T., ve Gu, C. (2021). The use of picture-word ınductive model and readers’ theater to ımprove chinese efl learners’ vocabulary learning achievement, Advances in Language and Literary Studies, 12(3), 120-126. http://dx.doi.org/10.7575/aiac.alls.v.12n.3.p.120
  • Marshall, H. B. (2017). The effectiveness of readers' theatre on fluency, comprehension, and motivation on primary students. (Unpublished doctoral dissertation). Middle Tennessee State University.
  • Martinez, M., Roser, N.L., ve Strecker, S. (1998). “I never thought I could be a star”: A readers theatre ticket to fluency. The Reading Teacher, 52(4), 326–334.
  • Miles, H. B. ve Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.
  • Millin, S. K. ve Rinehart, S. D. (1999). Some of the benefits of readers theater participation for secondgrade title I students. Reading Research and Instruction, 39(1), 71–88. https://doi.org10.1080/19388079909558312.
  • Rasinski, T. V. ve Young, C. (2017). Effective instruction for primary grade students who struggle with reading fluency. International Perspectives on Inclusive Education, 11, 143–157. https://doi.org/10.1108/S1479-363620170000011010
  • Rasisnki, T., Stokes, F., ve Young, C. (2017). The role of the teacher in reader’s theater instruction, Texas Journal of Literacy Education, 5(2), 168-174.
  • Samuels, S. J. (1979). The method of repeated readings. The Reading Teacher, 32(4), 403-408.
  • Smith, D. M. (2011). Readers theatre: Its effecttiveness in improving reading fluency, student motivation, and attitudes toward reading among second-grade students. Doctoral Dissertation, The Pennsylvania State University.
  • Tabachnick, B. G., ve Fidell, L. S. (2013). Using Multivariate Statistics (6th ed.). MA: Pearson.
  • Tian, S. P., ve Wu, N. T. (2012). Reader theater as a ticket to more then reading flency: A study of student interaction and perception. National Taiwan University of Science and Technology, Journal of Liberal Arts and Social Sciences, 8(2), 97-118.
  • Yıldırım, A., ve Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayınları
  • Yıldız, M., Yıldırım, K., Ateş, S., ve Çetinkaya, Ç. (2009). An evaluation of the oral reading fluency of 4th graders with respect to prosodic characteristics. International Journal of Human Sciences, (6), 353-360.
  • Young, C., & Rasinski, T. V. (2009). Implementing readers theatre as an approach to classroom fluency instruction. The Reading Teacher, 63(1), 4-13. https://doi.org/10.1598/RT.63.1.1
  • Young, C., Durham, P., Miller, M., Timothy Victor Rasinski, T. V., ve Lane, F. (2019) Improving reading comprehension with readers theater, The Journal of Educational Research, 112(5), 615-626. https://doi.org/10.1080/00220671.2019.1649240
  • Young, C., Durham, P., Rasisnki, T. V., Godwin, A., ve Miller, M. (2021). Closing the gender gap in reading with readers theater, The Journal of Educational Research, 114(5), 495-511. https://doi.org/10.1080/00220671.2021.1986460
  • Young, C., Lagrone, S., & McCauley, J. (2020). Read like me: An intervention for struggling readers. Education Sciences, 10(3). https://doi.org/10.3390/educsci10030057
  • Young, C., ve Nageldilger, J. (2014). Considering the context and texts for fluency: Performance, readers theater, and poetry, International Electronic Journal of Elementary Education, 7(1), 47-56.
Toplam 36 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Araştırma Makalesi
Yazarlar

Muhammet Sönmez 0000-0001-6516-7635

Ömer Tokgöz 0000-0001-6477-9007

Yayımlanma Tarihi 1 Şubat 2024
Yayımlandığı Sayı Yıl 2024 Cilt: 53 Sayı: 241

Kaynak Göster

APA Sönmez, M., & Tokgöz, Ö. (2024). Okuma Tiyatrosu Yöntemi ile İlkokul Birinci Sınıf Öğrencilerinin Okuma Becerilerinin Geliştirilmesi. Milli Eğitim Dergisi, 53(241), 409-428. https://doi.org/10.37669/milliegitim.1190692