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Research Article
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The Impact of Self-management Strategies on the Reading Comprehension Skills of Students with Specific Learning Disabilities

Year 2025, Volume: 13 Issue: 3, 760 - 785, 24.07.2025

Serap Avcı , Özlem İlker

https://doi.org/10.16916/aded.1654730

Abstract

This study examines the impact of self-management strategies on both the reading comprehension skills and self-efficacy perceptions of students with specific learning disabilities (SLD). The study was conducted using an inter-participant multiple probe design across subjects with three students diagnosed with SLD who were enrolled in primary school. The dependent variable was reading comprehension skills; the independent variable was self-management strategy instruction. Data were collected through SOBAT-II, the Reading Comprehension Self-efficacy Scale, Self-Management Strategies Criterion-Referenced Checklist, and social validity forms. Graphical and descriptive analyses were used. Findings indicated that self-management strategies effectively improved students’ reading comprehension skills and that students maintained use of these strategies at 1, 3, and 5 weeks post-instruction. Self-efficacy perceptions also increased significantly. Social validity findings indicated that both students and teachers found the strategies beneficial and applicable. This study underscores the value of self-management strategies in reading interventions for students with SLD and offers practical implications for implementation in educational contexts.

Keywords

Specific learning disabilities reading comprehension self-management strategies perception of self-efficacy in reading comprehension

References

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Kendini Yönetme Stratejilerinin Özel Öğrenme Güçlüğü Olan Öğrencilerin Okuduğunu Anlama Becerilerine Etkisi

Year 2025, Volume: 13 Issue: 3, 760 - 785, 24.07.2025

Serap Avcı , Özlem İlker

https://doi.org/10.16916/aded.1654730

Abstract

Araştırmanın amacı, özel öğrenme güçlüğü (ÖÖG) tanısı almış öğrencilerde kendini yönetme stratejilerinin, okuduğunu anlama becerileri ve bu beceriye yönelik öz yeterlik algıları üzerindeki etkisini incelemektir. Araştırma, ilkokulda öğrenim gören üç ÖÖG tanılı öğrenciyle katılımcılar arası yoklama evreli çoklu yoklama modeliyle yürütülmüştür. Bağımlı değişken okuduğunu anlama becerisi, bağımsız değişken kendini yönetme stratejileri öğretimidir. Veri toplama araçları olarak SOBAT-II, Okuduğunu Anlama Öz Yeterlik Algısı Ölçeği, Kendini Yönetme Stratejileri Ölçüt Bağımlı Ölçüt Aracı ve sosyal geçerlik formları kullanılmıştır. Veriler, grafiksel analiz ve betimsel analiz teknikleriyle değerlendirilmiştir. Bulgular, kendini yönetme stratejileri öğretiminin öğrencilerin okuduğunu anlama becerilerini geliştirmede etkili olduğunu; öğretimden sonraki 1., 3. ve 5. haftalarda öğrencilerin bu stratejileri kullandıklarını göstermektedir. Ayrıca, öğrencilerin öz yeterlik algılarında anlamlı artışlar gözlemlenmiştir. Sosyal geçerlik bulguları, hem öğrencilerin hem de öğretmenlerin stratejiyi faydalı ve uygulanabilir bulduklarını ortaya koymuştur. Araştırma, ÖÖG olan öğrencilere yönelik okuma müdahalelerinde kendini yönetme stratejilerinin kullanılmasının önemine dikkat çekmekte ve bu stratejilerin öğretmenler tarafından uygulanabilirliği üzerine öneriler sunmaktadır.

Keywords

Özel öğrenme güçlüğü okuduğunu anlama kendini yönetme stratejileri okuduğunu anlama öz yeterlik algısı

References

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  • Amerikan Psikiyatri Birliği. (2014). Ruhsal bozuklukların tanısal ve sayımsal el kitabı (DSM-5), Tanı ölçütleri el kitabı. (E. Köroğlu, Çev.). Ankara: Hekimler Yayın Birliği.
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  • Dalton, T., Martella, R. C. and Marchand-Martella, N. E. (1999). The effects of a self-management program in reducing off-task behavior. Journal of Behavioral Education, 9, 157-176. https://doi.org/10.1023/A:1022183430622
  • Dhiabat, M. and Tawalbeh, E. J. (2019). The effect of reinforcement on the teaching of reading to children with learning disabilities: Literatures review. Health Science Journal, 13(2), 1-3. https://10.21767/1791-809X.1000639
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There are 77 citations in total.

Details

Primary Language Turkish
Subjects Turkish Education
Journal Section Articles
Authors

Serap Avcı 0009-0003-9738-4492

Özlem İlker 0000-0002-4120-7302

Publication Date July 24, 2025
Submission Date March 10, 2025
Acceptance Date July 23, 2025
Published in Issue Year 2025 Volume: 13 Issue: 3

Cite

APA Avcı, S., & İlker, Ö. (2025). Kendini Yönetme Stratejilerinin Özel Öğrenme Güçlüğü Olan Öğrencilerin Okuduğunu Anlama Becerilerine Etkisi. Ana Dili Eğitimi Dergisi, 13(3), 760-785. https://doi.org/10.16916/aded.1654730

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