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Postmodern Metinlerden Okuduğunu Anlama Doğrudan ve Dolaylı İlişkiler Modeli

Year 2021, Volume: 9 Issue: 4, 1242 - 1263, 29.10.2021

Barış Esmer , Mustafa Ulusoy

https://doi.org/10.16916/aded.969532
Cited By: 1

Abstract

Bu araştırmada ilkokul 4. sınıfta öğrenim gören öğrencilerin postmodern metinleri anlamada sesli ve sessiz akıcı okuma, okur benlik algısı, okumaya adanmışlık ve metne yönelik tepki düzeyleri arasındaki doğrudan ve dolaylı ilişkileri test etmek amaçlanmıştır. Araştırmada okuduğunu anlama bağımlı; sesli/sessiz akıcı okuma ve okur benlik algısı bağımsız; okuyucu tepkileri ve okumaya adanmışlık ise bağımsız aracı değişken olarak ele alınmıştır. Araştırma ilişkisel tarama modelinde yürütülmüştür. Çalışma grubunu Ankara ilinde ilkokullarda öğrenim gören 349 ilkokul 4. sınıf öğrencisi oluşturmaktadır. Veriler Boşluk Doldurma Tekniği (BDT) testi, postmodern metin okuduğunu anlama testi, sessiz akıcı okuma testi, yanlış analiz envanteri, okuma prozodisi rubriği okur benlik algısı ölçeği ve okuyucu tepkileri yönergesi ile toplanmıştır. Veriler SPSS 22 ve AMOS 22 programları ile analiz edilmiştir. Araştırmada, postmodern metinlerden okuduğunu anlama yapısal regresyon modelinin mükemmel uyum değerlerine [(χ2[31] = 40,311; χ2/sd = 1,300, p = .122; GFI = ,98; AGFI = ,957; SRMR = ,0347; RMSEA = ,029; CFI = ,992; TLI = ,985; NFI = ,966)] sahip olduğu belirlenmiştir. Model; postmodern metinlerden okuduğunu anlama varyansın %81’ini açıklamaktadır. Bulgular, sessiz akıcı okuma postmodern metinlerden okuduğunu anlamanın, doğrudan, anlamlı ve en güçlü yordayıcısı olduğunu; sesli akıcı okumanın okumaya adanmışlık aracılığıyla okuduğunu anlamayı dolaylı olarak anlamlı şekilde yordadığını göstermektedir. Bunun yanı sıra okuyucu tepkilerinin sesli akıcı okuma ile okuduğunu anlama arasında tam ve anlamlı aracılık yaptığı; akıcı okuma, okumaya adanmışlık, okur benlik algısı ve okuyucu tepkileri birlikte okuduğunu anlama becerilerini geniş düzeyde etkilediği belirlenmiştir.

Keywords

Postmodern metinler okuduğunu anlama yapısal eşitlik modeli

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The Direct and Indirect Relations Model of Reading Comprehension on Postmodern Text

Year 2021, Volume: 9 Issue: 4, 1242 - 1263, 29.10.2021

Barış Esmer , Mustafa Ulusoy

https://doi.org/10.16916/aded.969532
Cited By: 1

Abstract

In the present study, we examined the direct and indirect relations of postmodern text of reading comprehension, silent and oral reading fluency, reading engagement, reading self-concept, and students’ response to picture books. Furthermore, we address the mediating role of reading engagement and children’s’ responses to picture books on reading comprehension. The sample consists of 349 4th grade Turkish elementary school students in public schools in Ankara. The data were collected with n postmodern reading comprehension tests, Cloze Tests, Silent Fluent Reading Tests, Reader Response Prompts, The Informal Reading Inventory, Multidimensional Fluency Scale, and The Reading Self-Concept Scale. Data were analyzed with SPSS 22 and AMOS 22. The results showed that (a) postmodern silent and oral reading fluency have positively, moderately and significantly related, and reading fluency (oral and silent) and reading self-concept poor and significantly related (b) postmodern reading comprehension model had an excellent fit, (c) Total amount of variance explained in reading comprehension was 81% for postmodern model, respectively, (d) silent reading fluency was the best predictor of postmodern reading comprehension and uniquely and directly related to (e) oral reading fluency made the largest contributions to reading engagement (f) reading engagement was the best predictor of students’ responses to postmodern texts (g) oral reading fluency indirectly affected reading comprehension via mediating role of reading engagement (h) students’ responses completely mediated the relations of oral reading fluency to reading comprehension in postmodern text (i) reading fluency, reading engagement and self-perception, and reader responses have largely effect size on reading comprehension.

Keywords

Reading comprehension postmodern picture books structural equational modeling

References

  • Akyol, H. (2014). Türkçe ilk okuma yazma öğretimi. Ankara: Pegem A.
  • Anstey, M. (2002). " It's not all black and white": Postmodern picture books and new literacies. Journal of Adolescent & Adult Literacy, 45(6), 444-457.
  • Arizpe, E., & McAdam, J. (2011). Crossing visual borders and connecting cultures: Children's responses to the photographic theme in David Wiesner's Flotsam. New Review of Children's Literature and Librarianship, 17(2), 227-243.
  • Arizpe, E., Styles, M., Cowan, K., Mallouri, L., & Wolpert, M. A. (2008). The voices behind the pictures. Postmodern picturebooks. In L. Sipe & S. Pantaleo (Eds.), Postmodern picturebooks: Play, parody and self-referentiality (pp. 207 – 222). New York, NY: Routledge.
  • Baştuğ, M., ve Akyol, H. (2012). Akıcı okuma becerilerinin okuduğunu anlamayı yordama düzeyi. Kuramsal Eğitimbilim Dergisi, 5(4), 394-411.
  • Baştuğ, M. ve Keskin, H. K. (2012). Akıcı okuma becerileri ile anlama düzeyleri (basit ve çıkarımsal) arasındaki ilişki. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 13(3), 227-244.
  • Browne, A. (2010). Through the magic mirror. London: Walker books.
  • Byrne, B. M. (2010). Structural equation modeling with AMOS: Basic concepts, applications, and programming (2nd edition). Routledge.
  • Cain, K., Oakhill, J., & Bryant, P. (2004). Children’s reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 96, 31–42. doi:10.1037/0022-0663.96.1.31
  • Cartwright, K. B. (2002). Cognitive development and reading: The relation of reading-specific multiple classification skills to reading comprehension in elementary school children. Journal of Educational Psychology, 94(1), 56.
  • Chapman, J. W., & Tunmer, W. E. (1995). Development of young children’s reading self-concepts: An examination of emerging subcomponents and their relationship with reading achievement. Journal of Educational Psychology, 87, 154-167.
  • Chard, D.J., Pikulski, J. J., & McDonagh, S. H. (2006). Fluency: The link between decoding and comprehension for struggling readers. In T. V., Rasinski, C. L., Blachowicz, & K. Lems, (Eds.), Fluency instruction: Research-based best practices, (pp. 39-61). Guilford.
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  • Çetinkaya, F. Ç., Ateş, S., ve Yıldırım, K. (2016). Prozodik okumanın aracılık etkisi: Lise düzeyinde okuduğunu anlama ve akıcı okuma arasındaki ilişkilerin incelenmesi. Turkish Studies International Periodical for the Languages, Literature and History of Turkish or Turkic, 11(3), 809-820.
  • De Naeghel, J., Van Keer, H., Vansteenkiste, M., & Rosseel, Y. (2012). The relation between elementary students' recreational and academic reading motivation, reading frequency, engagement, and comprehension: A self-determination theory perspective. Journal of Educational Psychology, 104(4), 1006
  • Dresang, E. T. (1999), Radical change: Books for youth in a Digital Age. Contemporary Issues in Technology and Teacher Education, 8(3), 277-293.
  • Fuchs, L. S., Fuchs, D., Hosp, M. K., & Jenkins, J. R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5, 239–256.
  • Gambrell, L. B. (2011). Seven rules of engagement: What's most important to know about motivation to read. The Reading Teacher, 65(3), 172-178. doi: 10.1002/TRTR.01024
  • Garan, E. M., & DeVoogd, G. (2008). The benefits of Sustained Silent Reading: Scientific research and common sense converge. The Reading Teacher 62(4), 336-344.
  • Goldstone, B. P. (2002). Brave new worlds: The changing image of the picture book. The New Advocate, 12, 331-344.
  • Guthrie, J. T. (2004). Teaching for literacy engagement. Journal of Literacy Research, 36(1), 1-30.
  • Guthrie, J. T., Klauda, S. L., & Ho, A. N. (2013). Modeling the relationships among reading instruction, motivation, engagement, and achievement for adolescents. Reading Research Quarterly, 48(1), 9-26.
  • Guthrie, J. T., McGough, K., Bennett, L., & Rice, M. E. (1996). Concept-oriented reading instruction: An integrated curriculum to develop motivations and strategies for reading. In L. Baker, P. Afflerbach & D. Reinking (Eds.), Developing engaged readers in school and home communities. (pp. 165-190). NJ: Lawrence Earlbaum.
  • Guthrie, J. T., Schafer, W. D., & Huang, C. W. (2001). Benefits of opportunity to read and balanced instruction on the NAEP. The Journal of Educational Research, 94(3), 145-162.
  • Hale, A. D., Hawkins, R. O., Sheeley, W., Reynolds, J. R., Jenkins, S., Schmitt, A. J., & Martin, D. A. (2011). An investigation of silent versus aloud reading comprehension of elementary students using maze assessment procedures. Psychology in the Schools, 48(1), 4-13.
  • Hancock, M. R. (2008). A celebration of literature and response: Children, books, and teachers in K-8 classrooms (3rd ed.). Columbus, Ohio: Pearson-Merrill Prentice Hall.
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There are 87 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Articles
Authors

Barış Esmer 0000-0002-6884-992X

Mustafa Ulusoy 0000-0002-5914-299X

Publication Date October 29, 2021
Published in Issue Year 2021 Volume: 9 Issue: 4

Cite

APA Esmer, B., & Ulusoy, M. (2021). Postmodern Metinlerden Okuduğunu Anlama Doğrudan ve Dolaylı İlişkiler Modeli. Ana Dili Eğitimi Dergisi, 9(4), 1242-1263. https://doi.org/10.16916/aded.969532

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Okuma Yazma Eğitimi Araştırmaları
https://doi.org/10.35233/oyea.1462891

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