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Okuduğunu Anlama Öğretiminin Tarihsel Arka Planı

Yıl 2023, Cilt: 21 Sayı: 1, 124 - 147, 28.04.2023
https://doi.org/10.37217/tebd.1202956

Öz

Kuramsal nitelikteki bu çalışmanın amacı, farklı eğitim kuramları, yaklaşımları ve modellerine göre okuduğunu anlama öğretiminin nasıl ele alındığını ve dönüştüğünü tarihsel bir çerçeve içinde konumlandırmaktır. Çalışmada okuduğunu anlama öğretimi üç dönemde ele alınmıştır: davranışçı ekolün belirleyici olduğu 1975 öncesi dönem; bilişsel yaklaşımın, bilgi işleme kuramının ve sosyo-kültürel yaklaşımın etkili olduğu 1975-1990 yılları arasındaki dönem ve son olarak literatür kuramı, okur-tepki teorisi ve kültürel teorinin öne çıktığı 1990 sonrası dönem. Böyle bir tarihsel bakışın konuyla ilgili okuma vizyonunu genişletmeye, günümüzdeki uygulama ve araştırmaların köklerinin geçmişe uzanan bir miras olduğunu görebilmeye ve de okuduğunu anlama öğretimindeki güncel sorunların analizine farklı boyutlardan yaklaşılmasına katkı sağlayacağı düşünülmektedir. Çalışma sonucunda okuduğunu anlama öğretiminin tarihsel süreçte sırasıyla fizyolojik, psikolojik ve sosyolojik olana doğru evrilen bir süreç izlediği görülmüştür. Çalışmanın temel önerisi araştırmacıların okuduğunu anlama öğretimine ilişkin kuram ve modelleri birbirinden ayırarak ve basitleştirerek değil, aksine bütünleştirerek ve her bir kuram ve modelin anlama öğretimine kendi perspektifi ile katkı sunduğunu bilerek araştırmalar yapmalarıdır.

Kaynakça

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  • Akyol, H. (2019). Programa uygun Türkçe öğretim yöntemleri. Ankara: Pegem Akademi.
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Historical Background of Reading Comprehension Instruction

Yıl 2023, Cilt: 21 Sayı: 1, 124 - 147, 28.04.2023
https://doi.org/10.37217/tebd.1202956

Öz

The aim of this theoretical study is to situate how reading comprehension instruction has been handled and transformed based on different educational theories, approaches and models within a historical framework. In the study, reading comprehension instruction is examined in three periods which are the pre-1975 period in which the behaviorist theory was dominant; the period between 1975 and 1990 in which the cognitive approach, information processing theory and socio-cultural approach were effective; and finally the post-1990 period in which literature theory, reader-response theory and cultural theory were prominent. It is considered that such a historical perspective will contribute to expand the vision of reading on the subject, to see that the roots of current practices and research are a heritage dating back to the past, and to approach the analysis of current problems in reading comprehension instruction from different dimensions. As a result of the study, it was seen that reading comprehension instruction followed a process evolving towards the physiological, psychological and sociological one, respectively, in the historical process. The main recommendation of the study is that researchers should conduct research not by separating and simplifying the theories and models of reading comprehension instruction, but by integrating them and knowing that each theory and model contribute to comprehension instruction from their own perspectives.

Kaynakça

  • Aktaş, E. & Bayram, B. (2018). Türkçe öğretiminde okuduğunu anlama stratejilerinin kullanımı üzerine bir inceleme. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 22(3), 1401–1414.
  • Akyol, H. (2005). Türkçe ilkokuma yazma öğretimi. Ankara: Gündüz Eğitim.
  • Akyol, H. (2007). Okuma. A. Kırkkılıç & H. Akyol (Ed.), İlköğretimde Tükçe öğretimi içinde (s. 15–48). Ankara: Pegem Akademi.
  • Akyol, H. (2015). Türkçe ilk okuma yazma öğretimi. Ankara: Pegem Akademi.
  • Akyol, H. (2018). Türkçe ilk okuma yazma öğretimi. Ankara: Pegem Akademi.
  • Akyol, H. (2019). Programa uygun Türkçe öğretim yöntemleri. Ankara: Pegem Akademi.
  • Akyol, H. & Şahin, A. (Ed.). (2019). Türkçe öğretimi: Öğretmen adayları ve öğretmenler için. Ankara: Pegem Akademi.
  • Alexander, P. A. (1998). Knowledge and literacy: A transgenerational perspective. T. Shanahan & F. V. Rodríguez-Brown (Ed.), The forty-seventh yearbook of the National Reading Conference içinde (s. 22–43). Chicago: National Reading Conference.
  • Alexander, P. A. & Fox, E. (2013). A historical perspective on reading research and practice, redux. D. E. Alvermann, N. J. Unrau & R. B. Ruddell (Ed.), Theoretical models and processes of reading içinde (s. 3–46). Newark, Delaware: International Reading Association.
  • Alexander, P. A., Graham, S. & Harris, K. R. (1998). A perspective on strategy research: Progress and prospects. Educational Psychology Review, 10, 129–154.
  • Allen, S. (2003). An analytic comparison of three models of reading strategy instruction. IRAL - International Review of Applied Linguistics in Language Teaching, 41(4), 319–338. https://doi.org/10.1515/iral.2003.015
  • Almasi, J. F. & Fullerton, S. K. (2012). Teaching strategic process in reading (2. b.). New York: Guilford.
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  • Fagan, W. T. (1971). Transformations and comprehension. The Reading Teacher, 25(2), 169–172.
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  • Fountas, I. & Pinnell, G. (1996). Guided reading: Good first teaching for all children. Portsmouth, NH: Heinemann.
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  • Goodman, Y. M. & Goodman, K. S. (2013). To err is human: Learning about language processes by analyzing miscues. D. E. Alverman, N. J. Unrau & R. B. Ruddell (Ed.), Theoretical models and processes of literacy içinde (s. 525–557). Newark, Delaware: International Reading Association.
  • Harste, J. C., Burke, C. & Woodward, V. (1984). Language stories and literacy lessons. Portsmouth, NH: Heinemann.
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  • Jacobucci, L., Richert, J., Ronan, S. & Tanis, A. (2002). Improving reading comprehension by predicting, monitoring comprehension, remediation, and personal response strategies. (Yüksek Lisans Tezi). https://files.eric.ed.gov/fulltext/ED473054.pdf sayfasından erişilmiştir.
  • Kamil, M. L., Pearson, P. D., Moje, E. B. & Afflerbach, P. (2011). Handbook of reading research (4. b.). New York & London: Routledge.
  • Karolides, N. J. (1997). Reader response in elementary classrooms. New York: Routledge.
  • Lapp, D. & Fisher, D. (2009). Essential readings on comprehension. Newark, Delaware: International Reading Association.
  • Lipson, M. Y. (1983). The influence of religious affiliation on children’s memory for text information. Reading Research Quarterly, 18(4), 448–457. https://doi.org/10.2307/747379
  • Lysynchuk, L. M., Pressley, M., D’Ailly, H., Smith, M. & Cake, H. (1989). A methodological analysis of experimental studies of comprehension strategy instruction. Reading Research Quarterly, 24(4), 458. https://doi.org/10.2307/747607
  • May, F. B. & Rizzardi, L. (2002). Reading as communication. USA: Prentice Hall.
  • McKnight, K., S. (2013). The elementary teacher’s big book of graphic organizers. San Francisco, CA: John Wiley & Sons.
  • McNamara, D. S., Floyd, R. G., Best, R. & Louwerse, M. (2004). World knowledge driving young readers’ comprehension difficulties. International Conference of the Learning Sciences’da sunulmuş bildiri, Los Angeles.
  • Mehrpour, M., Zamaniyan, M., Sadighi, F. & Hadipourfard, E. (2022). The use of explicit and implicit instructions in teaching reading strategies and their impacts on EFL learners’ reading comprehension. Journal of Positive School Psychology, 6(5), 1851–1864.
  • Miller, D. (2006). Reading with meaning: Teaching comprehension in the primary grades. Portland, Maine: Stenhouse.
  • Millî Eğitim Bakanlığı. (2019). PISA 2018 Türkiye Ön Raporu. Ankara: Milli Eğitim Bakanlığı.
  • National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific literature on reading and its implications for reading instruction: Reports of the sub-groups. Bethesda, MD: National Institute of Child Health and Human Development. https://doi.org/10.1002/9781119705116.ch10
  • Olifant, T., Cekiso, M., Boakye, N. & Madikiza, N. (2020). Investigating reading comprehension strategies used by teachers during English first additional language reading instruction. Journal for Language Teaching, 54(2), 71–93. https://doi.org/10.4314/jlt.v54i2.4
  • Oxford, R. L., Crookall, D., Cohen, A., Lavine, R., Nyikos, M. & Sutter, W. (1990). Strategy training for language learners: Six situational case studies and a training model. Foreign Language Annals, 22, 197–216.
  • Özdemir, Y. (2017). “Okumadan önce, okuma esnasında, okumadan sonra düşün” stratejisinin okuduğunu anlama becerisine etkisi. (Doktora Tezi). https://tez.yok.gov.tr sayfasından erişilmiştir.
  • Palinscar, A. S. & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension monitoring activities. Cognition and Instruction, 1(2), 117–175. https://doi.org/10.1207/s1532690xci0102
  • Pangestu, A. P., Hidayah, J. & Apriani, E. (2021). The impacts of explicit and implicit instructions of English connectors on EFL students’ reading comprehension. Journal of Linguistics and Language Teaching, 7(1), 23–38. https://doi.org/10.29300/ling.v7i1.4305
  • Paris, S., Cross, D. & Lipson, M. (1984). Informed strategies for learning: A program to improve children’s reading awareness and comprehension. Psychology, Journal of Educational, 76, 1239–1252.
  • Paris, S. C., Lipson, M. Y. & Wixson, K. K. (1994). Becoming a strategic reader. R. Rudell, M. R. Rudell & H. Singer (Ed.), Theoretical models and processes of reading içinde (4. b., s. 788–810). Newark, DA: International Reading Association.
  • Parris, S. R. & Headley, K. (2015). Metacognition in comprehension instruction: New direction (3. b.). New York & London: The Guilford.
  • Pearson, P. D. (1974-75). The effects of grammatical complexity on children’s comprehension, recall, and conception of certain semantic relations. International Reading Association, 10(2), 155–192.
  • Pearson, P. D. (2009). The roots of reading comprehension instruction. S. E. Israel & G. G. Duffy (Ed.), Handbook of research on reading comprehension içinde (s. 3–32). New York: Routledge.
  • Pearson, P. D. & Gallagher, M. C. (1983). The instruction of reading comprehension. Contemporary Educational Psychology, 8(3), 317–344. https://doi.org/10.1016/0361-476X(83)90019-X
  • Pearson, P. D. & Stephens, D. (1994). Learning from literacy: A 30-year journey. R. B. Ruddell, M. R. Ruddell & H. Singer (Ed.), Theoretical models and processes of reading içinde (s. 22–42). Newark, DE: International Reading Association.
  • Pesa, N. & Somers, S. (2007). Improving reading comprehension through application and transfer of reading strategies. Chicago, Illinois: Saint Xavier University & Pearson Achievement Solutions.
  • Pressley, M. (2002). Metacognition and self regulated comprehension. A. F. Farstrup & S. J. Samuels (Ed.), What research has to say about reading instruction içinde (s. 502–537). Newark, Delaware: International Reading Association.
  • Pressley, M., El-Dinary, P. B., Gaskins, I., Schuder, T., Bergman, J. L., Almasi, J. & Brown, R. (1992). Beyond direct explanation: Transactional instruction of reading comprehension strategies. The University of Chicago Press Journals, 92(5), 513–555.
  • Raphael, T. E., George, M., Weber, C. M. & Nies, A. (2009). Approaches to teaching reading comprehension. S. E. Israel & G. G. Duffy (Ed.), Handbook of research on reading comprehension (s. 449–469). New York: Routledge.
  • Rosenblatt, L. M. (1978). The reader, the text, the poem: The transactional theory of literary work. Carbondale: Southern Illinois University.
  • Rosenblatt, L. M. (1982). The literary transaction: Evocation and response. Theory into Practice, 21(4), 268–277. https://doi.org/10.1080/00405848209543018
  • Rosenblatt, L. M. (1983). Literature as exploration (4. b.). New York: Modern Language Association.
  • Rosenblatt, L. M. (2013). The transactional theory of reading and writing. D. E. Alverman, N. J. Unrau & R. B. Ruddell (Ed.), Theoretical models and processes of literacy içinde (s. 923–956). Newark, Delaware: International Reading Association.
  • Rosenshine, B., Meister, C. & Chapman, S. (1996). Teaching students to generate questions: A review of the intervention studies. Review of Educational Research, 66(2), 181–221. https://www.jstor.org/stable/1170607?seq=1&cid=pdf-reference#references_tab_contents sayfasından erişilmiştir.
  • Ruiz, Y. (2015). Improving reading comprehension through the use of interactive reading strategies: A quantitative study. (Doktora Tezi). https://www.proquest.com/docview/1706285755?pq-origsite=gscholar&fromopenview=true sayfasından erişilmiştir.
  • Rumelhart, D. E. (1981). Schemata: The building blocks of cognition. J. T. Guthrie (Ed.), Comprehension in teaching içinde (s. 3–26). Newark, DE: International Reading Association.
  • Sanders, S. (2020). Using the self-regulated strategy development framework to teach reading comprehension strategies to elementary students with disabilities. Education and Treatment of Children, 43(1), 57–70. https://doi.org/10.1007/s43494-020-00009-z
  • Sarasti, I. A. (2007). The effects of reciprocal teaching comprehension-monitoring strategy on 3rd grade students’ reading comprehension. (Doktora Tezi). https://digital.library.unt.edu/ark:/67531/ metadc3919/m2/1/high_res_d/dissertation.pdf sayfasından erişilmiştir.
  • Smagorinsky, P. (2001). If meaning is constructed, what is it made from? Toward a cultural theory of reading. Review of Educational Research, 71(1), 133–169.
  • Snow, C. (2002). Reading for understanding: Towards a R&D program in reading comprehension. Washington, DC: RAND Reading Study Group.
  • Taki, Y. (2017). Effects of explicit and implicit strategy instruction on reading strategies. https://core.ac.uk/download/pdf/230512753.pdf sayfasından erişilmiştir.
  • Temizkan, M. (2009). Metin türlerine göre okuma eğitimi. Ankara: Nobel.
  • Tracey, D. H. & Morrow, L. M. (2017). Lenses on reading (H. Ülper, Çev. Ed.). Ankara: Pegem Akademi.
  • Türkben, T. (2019). Etkin bir okuma becerisi öğretim modelini temel alan izlence: Etkileşimsel okuma modeli. Journal of World of Turks, 11(1), 141–163.
  • Ülper, H. (2021). Okuma ve anlamlandırma becerilerinin kazandırılması. Ankara: Nobel.
  • Vacca, R. T. & Vacca, J. L. (1983). Two less than fortunate consequences of reading research in the 1970’s. Reading Research Quarterly, 18(4), 382–383. https://doi.org/10.2307/747374
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. London & Cambridge: Harvard University.
  • Watson, S. M. R., Gable, R. A., Gear, S. B. & Hughes, K. C. (2012). Evidence-based strategies for improving the reading comprehension of secondary students: Implications for students with learning disabilities. Learning Disabilities Research and Practice, 27(2), 79–89. https://doi.org/10.1111/j.1540-5826.2012.00353.x
  • Yılmaz, M. (2011). İlköğretim 4. sınıf öğrencilerinin okuduğunu anlama seviyeleri ile Türkçe, matematik, sosyal bilgiler ve fen ve teknoloji derslerindeki basarıları arasındaki ilişkinin belirlenmesi. Dumlupınar Üniveristesi Sosyal Bilimler Dergisi, 29, 9–14.
Toplam 106 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Ülkü Çoban Sural 0000-0002-9766-2443

Naciye Aksoy 0000-0002-3136-6473

Yayımlanma Tarihi 28 Nisan 2023
Gönderilme Tarihi 11 Kasım 2022
Kabul Tarihi 19 Aralık 2022
Yayımlandığı Sayı Yıl 2023 Cilt: 21 Sayı: 1

Kaynak Göster

APA Çoban Sural, Ü., & Aksoy, N. (2023). Okuduğunu Anlama Öğretiminin Tarihsel Arka Planı. Türk Eğitim Bilimleri Dergisi, 21(1), 124-147. https://doi.org/10.37217/tebd.1202956

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