Research Article
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Reading Comprehension Problems of Bilingual Students and Suggestions for Solution: A Case Study

Year 2020, Volume 8, Issue 4, 1568 - 1584, 29.10.2020
https://doi.org/10.16916/aded.753248

Abstract

Being bilingual is an important and almost inevitable situation. This situation creates an advantage as well as can lead to various negative results. Primary school students especially studying in certain regions of Turkey are known to experience reading comprehension problems due to the problem of being bilingual. The purpose of this study is to identify the problems that bilingual primary school students experience in reading comprehension and to develop solutions accordingly. Case study, one of the qualitative research methods, was used in this study. The study group of the study consists of 20 classroom teachers working in the province of Tusba, Van. The research data were collected through semi-structured interview form. In data analysis, descriptive analysis technique was used. As a result of the study, it was determined that bilingual students had more difficulty in reading comprehension due to the language conflict and limited knowledge of vocabulary, and this situation affects their success in other courses. It was concluded that teachers use various activities and strategies to develop bilingual students' reading comprehension skills. In this case, it may be suggested to provide parents' participation to improve the comprehension skills of bilingual students and to adapt the program/textbooks to the student level by taking into account the regional conditions.

References

  • bdelaal, N. M., & Sase, A. S. (2014). Relationship between prior knowledge and reading comprehension. Advances in Language and Literary Studies, 5(6), 125-131.
  • Agbo, I. I., Kadiri, G. C., & Ekwueme, J. (2019). Investigating the impediments to reading comprehension in junior secondary Schools: Evidence from JSSII students in Nsukka Metropolis. Advances in Language and Literary Studies, 10(2), 143-151.
  • Ahmadi, M. R., Ismail, H. N., & Abdullah, M. K. (2013). The importance of metacognitive reading strategy awareness in reading comprehension. English Language Teaching, 6(10), 235-244.
  • Akbaşlı, S., Şahin, M., & Yaykıran, Z. (2016). The effect of reading comprehension on the performance in science and mathematics. Journal of Education and Practice, 7(16), 108-121.
  • Al-Jarrah, H., & Binti Ismail, N. S. (2018). Reading comprehension difficulties among EFL learners in higher learning institutions. International Journal of English Linguistics, 8(7), 32-41.
  • Almaguer, I., & Esquierdo, J. J. (2013). Cultivating bilingual learners’ language arts knowledge: A framework for successful teaching. International Journal of Instruction , 6(2), 3-18.
  • Alyouse, H. S. (2006). Teaching reading comprehension to ESL/EFL learners . Journal of Language and Learning, 5(1), 63-73.
  • Alyousef, H. S. (2005). Teaching reading comprehension to ESL/EFL learners. The Reading Matrix, 5(2), 143-154.
  • Balcı, A., & Dündar, S. A. (2017). Okuma stratejileri öğretiminin Türkçeyi yabancı dil olarak öğrenen öğrencilerde okuduğunu anlama becerisine etkisi. Ana Dili Eğitimi Dergisi, 5(2), 258-270.
  • Bayat, S. (2017). Reading comprehension skills of bilingual students in Turkey. European Journal of Education Studies, 3(6), 72-93.
  • Blachowicz, C., & Ogle, D. (2008). Reading comprehension. New York, NY: The Guilford Press.
  • Borzou, S., & Gholamzadeh, Z. (2008). Study of reading comprehension & accuracy skills in monolingual & bilingual (Arab-Fars) students at grade 2 of elementary school in Ahvaz. Ahvaz : Ahvaz Jundishapoor Tıp Bilimleri Üniversitesi.
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö.E., Karadeniz, Ş., & Demirel, F. (2016). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi Yayıncılık.
  • Chastain, K. (1988). Developing second language skills:Theory and practice (3rd Ed). San Diego: Harcourt Brace Jovanovich.
  • Cimmiyotti, C. (2013). Impact of reading ability on academic performance at the primary level. California: Dominician University of California.
  • Demirel, Ö., & Epçaçan, C. (2012). Okuduğunu anlama stratejilerinin bilişsel ve duyuşsal öğrenme ürünlerine etkisi. Kalem Eğitim ve İnsan Bilimleri Dergisi, 2(1), 71-106 .
  • Dincer, B., Özaslan, M., & Kavasoğlu, T. (2003). İllerin, bölgelerin sosyo-ekonomik gelişmişlik sıralaması araştırması. Ankara: T.C. Başbakanlık Devlet Planlama Teşkilatı.
  • Echeverri, L., & McNulty, M. (2010). Reading strategies to develop higher thinking skills for reading comprehension. Profile, 12(1), 107-123.
  • Frankel, K. K., Becker, B. L., C, Rowe, M. W., & Pearson, P. D. (2016). From “What is Reading?” to What is Literacy? Journal of Education, 196(3), 7-17.
  • Friesen, D., & Haigh, C. (2018). How and why strategy instruction can improve second language reading comprehension: A review. The Reading Matrix: An International Online Journal, 18(1), 1-18.
  • Gass, S. M., & Selinker, L. (2008). Second language acquisition.An introductory course.Third edition. New York ve London: Taylor & Francis Group.
  • Gathercole, S. E., & Pickering, S. J. (2000). Working memory deficits in children with low achievement in the national curriculum at seven years of age. British Journal of Educational Psychology, 70, 177-194.
  • Gathercole, S. E., & Pickering, S. J. (2000). Working memory deficits in children with low achievement in the national curriculum at seven years of age. British Journal of Educational Psychology, 177-194.
  • Gorjian, B., & Sayyadian, M. (2017). A comparative study on bilinguals and monolingual learner reading comprehension. Journal of Applied Linguistics and Language Learning, 3(1), 9-16.
  • Grimm, K. (2008). Longitudinal associations between reading and mathematics achievement. Developmental Neuropsychology, 33(3), 419-420.
  • Hagena, M., Leiss, D., & Schwippert, K. (2017). Using reading strategy training to foster students’ Mathematical modelling competencies: Results of a quasi-experimental control trial. EURASIA Journal of Mathematics Science and Technology Education, 13(7b), 4057 -4085.
  • Hansel, L., & Pondiscio, R. (2016). ESSA creates an opportunity and an obligation to help every child become a strong reader. 05 01, 2020 tarihinde Knowledge Matters: http://knowledgematterscampaign.org/wp-content/uploads/2016/05/ESSA-brief.pdf adresinden alındı
  • Heckman, J. J. (2006). Skill formation and the economics of investing in disadvantaged children. Science, 312, 1900-1902.
  • Hutchinson, J. M., Whiteley, H. E., Smith, C. D., & Connors, L. (2003). The developmental progression of comprehension-related skills in children learning EAL. Journal of Research in Reading, 26, 19-32.
  • Jalalipour, M., Majdinasab, F., Khedri, H., & Chadorian, B. (2017). A comparison of reading accuracy and reading comprehension in bilingual Arabic/Farsi-speaking and monolingual Farsi-speaking elementary students in the fifth grade. Journal of Rehabilitation Sciences and Research, 4, 97-101.
  • Juliana. (2019). The comparative impacts of using lexical glossing and inferencing strategies on students’ reading comprehension. Advances in Language and Literary Studies, 9(1), 1-4.
  • Karimi, A., & Kabiri, M. (2003). Comparing bilingual and monolingual students’ reading comprehension; According to PIRLS 2006 results:In abstract book of bilingual and education. Challenges, Perspectives, and Solutions Conference. Iran: Research Institute for Education.
  • Khusniyah, N., & Lustyantie, N. (2017). Improving English reading comprehension ability through Survey Questions, Read, Record, Recite, Review strategy (SQ4R). English Language Teaching, 10(12), 202-211.
  • Kung, F. W. (2019). Teaching second language reading comprehension: the effects of classroom materials and reading strategy use. Innovation in Language Learning and Teaching, 13(1), 93-104.
  • Lasser, A., & Boardman, C. J. (2006). Using strategy instruction to promote reading comprehension and content learning. C. P. Proctor, A. Boardman, & E. H. Hiebert içinde, Teaching emergent bilingual students: Flexible approaches in an era of new standards (s. 99-118). New York: Guilford Publications.
  • Laurea, T. D. (2013). Learning how to read in English as a foreign language: issues in Italian secondary school teaching and the role of strategy instruction. Padova: Università degli Studi di Padova.
  • Lesaux, N. K., Koda, K., Siegel, L. S., & Shanahan, T. (2006). Development of literacy. D. August, T. Shanahan, & (Edt) içinde, Developing literacy in second-language learners (s. 75-122). Mahway, NJ: Erlbaum.
  • Memiş, M. R. (2019). Türkçeyi ikinci dil Olarak öğrenenlerin okuduğunu anlama yeterliklerinin eş değerliği. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 38(1), 253-265.
  • Mikulecky, B. C. (2011). A short course in teaching reading: Practical technique for building reading powe. United States: Pearson Longman.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. USA: Sage Publications Inc.
  • Nunan, D. (2003). Language teaching methodology. London: Prentice Hall International.
  • Oakhill, J., Kate, C., & Carsten, E. (2015). Understanding and teaching reading comprehension a handbook. London&New York: Routledge.
  • Pang, E. S., Muaka, A., Bernhardt, E. B., & Kamil, M. L. (2003). Task-based language teaching. New York, NY: Cambridge University Press.
  • Peacock, M. (1997). The effect of authentic materials on the motivation of EFL learners. ELT Journal, 51, 144-156.
  • Pourhoseingilakjani, A., & Lahijan, L. B. (2016). How can students improve their reading comprehension skill? Journal of Studies in Education, 6(2), 229-240.
  • Raisha, U., & Kasim, S. (2017). EFL students’ reading comprehension problems: Linguistic and non-linguistic complexities. English Education Journal (EEJ), 8(3), 308-321.
  • Romly, R., Rahman, S. A., Supie, H. S., & Nasharudin, S. N. (2018). Difficulties encountered by low proficiency ESL students in reading online academic texts. International Journal of Academic Research in Business and Social Sciences, 8(2), 490–501.
  • Schoenbach, R., Greenleaf, C., Cziko, C., & Hurwitz, L. (1999). Reading for understanding: A guide to improving reading in middle and high school clasrooms. San Francisco: Jossey-Bass.
  • Shehu, I. (2015). Reading comprehension problems encountered by foreign language students, case study: Albania, Croatia . Academic Journal of Interdisciplinary Studies, 4(1), 91-96.
  • Spencer, M., & Wagner, R. K. (2018). The comprehension problems of children with poor reading comprehension despite adequate. Review of Educational Research, 88(3), 366-400.
  • Steensel, R. V., Oostdam, R., Gelderen, A. V., & Schooten, E. V. (2016). The role of word decoding, vocabulary knowledge and meta-cognitive knowledge in monolingual and bilingual low-achieving adolescents’ reading comprehension. Journal of Research in Reading, 39(3), 312–329.
  • Thiele, J. (2014). Link between oral reading and comprehension for second language learners’. PAU’s Academic Journal, 3, 85-92.
  • Thürmann, E., Vollmer, H., & Pieper, I. (2010). Language(s) of schooling: focusing on vulnerable learners. 05 01, 2020 tarihinde https://rm.coe.int/16805a1caf adresinden alındı
  • Uribe-Enciso, O. (2015). Improving EFL students’ performance in reading comprehension through explicit instruction in strategies. Rastros Rostros, 17(31), 37-52.
  • Van Gelderen, A., Schoonen, R., de Glopper, K., Hulstijn, J., Snellings, P., Simis, A., et al. (2003). Roles of linguistic knowledge metacognitive knowledge and processing speed in L3, L2 and L1 reading comprehension. The International Journal of Bilingualism, 7(1), 7-25.
  • Vellutino, F. R. (2003). Individual differences as sources of variability in reading comprehension in elementary school children, Rethinking reading comprehension (pp. 51-81). New York, NY: Guilford.
  • Vilenius-Tuohimaa, P., Aunola, K., & Nurmi, J. (2008). The association between mathematical word problems and reading comprehension. Educational Psychology, 409-426.
  • Whitten, C., Labby, S. .., & Sullivan, S. L. (2016). The impact of pleasure reading on academic success. The Journal of Multidisciplinary Graduate Research, 2(4), 48-64.
  • Yeganeh, M. T., & Malekzadeh, P. (2015). The effect of bilingualism on the developing of English reading skill. Procedia - Social and Behavioral Sciences, 192, 803-810.
  • Yıldırım, A., & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
  • Yıldız, M. (2013). Okuma motivasyonu, akıcı okuma ve okuduğunu anlamanın beşinci sınıf öğrencilerinin akadamik başarılarındaki rolü. Turkish Studies, 8(4), 1461-1478.
  • Zhang, L. J., Gu, P. Y., & Hu, G. (2008). A cognitive perspective on Singaporean primary school pupils’ use of reading strategies in learning to read in English. British Journal of Educational Psychology, 78(2), 245–271.
  • Zhao, Y. (2019). Negative transfer of mother tongue in English. Creative Education, 940-946.

İki Dilli Öğrencilerin Okuduğunu Anlamada Yaşadıkları Sorunlar ve Çözüm Önerileri: Bir Durum Çalışması

Year 2020, Volume 8, Issue 4, 1568 - 1584, 29.10.2020
https://doi.org/10.16916/aded.753248

Abstract

İki dilli olmak günümüzde önemli ve neredeyse kaçınılmaz bir durum olarak dikkat çekmektedir. Bu durum bir avantaj yarattığı gibi çeşitli olumsuz sonuçlar da ortaya çıkarabilmektedir. Özellikle Türkiye’nin belirli bölgelerinde öğrenim gören ilkokul öğrencilerinin iki dilli olmaktan dolayı okuduğunu anlamada sorunlar yaşadıkları bilinmektedir. Bu araştırmanın amacı; iki dilli ilkokul öğrencilerinin okuduğunu anlamada yaşadıkları sorunları tespit etmek ve bu doğrultuda çözüm önerileri geliştirmektir. Araştırmada nitel araştırma yöntemlerinden durum çalışması deseni kullanılmıştır. Araştırmanın çalışma grubunu, Van ili Tuşba ilçesindeki ilkokullarda görev yapan 20 sınıf öğretmeni oluşturmaktadır. Araştırma verileri yarı yapılandırılmış görüşme yolu ile toplanmıştır. Elde edilen verilerin değerlendirilmesinde betimsel analiz tekniği kullanılmıştır. Araştırmanın sonucunda, öğretmen görüşlerine göre iki dilli öğrencilerin dil çatışması yaşamaları ve kelime bilgisinin kısıtlı olmasından dolayı okuduğunu anlamada tek dilli öğrencilere daha çok zorlandıkları ve bu durumun diğer derslerdeki başarıyı etkilediği belirlenmiştir. Öğretmenlerin iki dilli öğrencilerin okuduğunu anlama becerilerini geliştirmek için çeşitli etkinlik ve stratejiler kullandıkları sonucuna ulaşılmıştır. Bu durumda, iki dilli öğrencilerin okuduğunu anlama becerilerini geliştirmek için veli katılımının sağlanması ve program/ders kitaplarının bölge şartları dikkate alınarak öğrenci düzeyine uygun hale getirilmesi önerilebilir.

References

  • bdelaal, N. M., & Sase, A. S. (2014). Relationship between prior knowledge and reading comprehension. Advances in Language and Literary Studies, 5(6), 125-131.
  • Agbo, I. I., Kadiri, G. C., & Ekwueme, J. (2019). Investigating the impediments to reading comprehension in junior secondary Schools: Evidence from JSSII students in Nsukka Metropolis. Advances in Language and Literary Studies, 10(2), 143-151.
  • Ahmadi, M. R., Ismail, H. N., & Abdullah, M. K. (2013). The importance of metacognitive reading strategy awareness in reading comprehension. English Language Teaching, 6(10), 235-244.
  • Akbaşlı, S., Şahin, M., & Yaykıran, Z. (2016). The effect of reading comprehension on the performance in science and mathematics. Journal of Education and Practice, 7(16), 108-121.
  • Al-Jarrah, H., & Binti Ismail, N. S. (2018). Reading comprehension difficulties among EFL learners in higher learning institutions. International Journal of English Linguistics, 8(7), 32-41.
  • Almaguer, I., & Esquierdo, J. J. (2013). Cultivating bilingual learners’ language arts knowledge: A framework for successful teaching. International Journal of Instruction , 6(2), 3-18.
  • Alyouse, H. S. (2006). Teaching reading comprehension to ESL/EFL learners . Journal of Language and Learning, 5(1), 63-73.
  • Alyousef, H. S. (2005). Teaching reading comprehension to ESL/EFL learners. The Reading Matrix, 5(2), 143-154.
  • Balcı, A., & Dündar, S. A. (2017). Okuma stratejileri öğretiminin Türkçeyi yabancı dil olarak öğrenen öğrencilerde okuduğunu anlama becerisine etkisi. Ana Dili Eğitimi Dergisi, 5(2), 258-270.
  • Bayat, S. (2017). Reading comprehension skills of bilingual students in Turkey. European Journal of Education Studies, 3(6), 72-93.
  • Blachowicz, C., & Ogle, D. (2008). Reading comprehension. New York, NY: The Guilford Press.
  • Borzou, S., & Gholamzadeh, Z. (2008). Study of reading comprehension & accuracy skills in monolingual & bilingual (Arab-Fars) students at grade 2 of elementary school in Ahvaz. Ahvaz : Ahvaz Jundishapoor Tıp Bilimleri Üniversitesi.
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö.E., Karadeniz, Ş., & Demirel, F. (2016). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi Yayıncılık.
  • Chastain, K. (1988). Developing second language skills:Theory and practice (3rd Ed). San Diego: Harcourt Brace Jovanovich.
  • Cimmiyotti, C. (2013). Impact of reading ability on academic performance at the primary level. California: Dominician University of California.
  • Demirel, Ö., & Epçaçan, C. (2012). Okuduğunu anlama stratejilerinin bilişsel ve duyuşsal öğrenme ürünlerine etkisi. Kalem Eğitim ve İnsan Bilimleri Dergisi, 2(1), 71-106 .
  • Dincer, B., Özaslan, M., & Kavasoğlu, T. (2003). İllerin, bölgelerin sosyo-ekonomik gelişmişlik sıralaması araştırması. Ankara: T.C. Başbakanlık Devlet Planlama Teşkilatı.
  • Echeverri, L., & McNulty, M. (2010). Reading strategies to develop higher thinking skills for reading comprehension. Profile, 12(1), 107-123.
  • Frankel, K. K., Becker, B. L., C, Rowe, M. W., & Pearson, P. D. (2016). From “What is Reading?” to What is Literacy? Journal of Education, 196(3), 7-17.
  • Friesen, D., & Haigh, C. (2018). How and why strategy instruction can improve second language reading comprehension: A review. The Reading Matrix: An International Online Journal, 18(1), 1-18.
  • Gass, S. M., & Selinker, L. (2008). Second language acquisition.An introductory course.Third edition. New York ve London: Taylor & Francis Group.
  • Gathercole, S. E., & Pickering, S. J. (2000). Working memory deficits in children with low achievement in the national curriculum at seven years of age. British Journal of Educational Psychology, 70, 177-194.
  • Gathercole, S. E., & Pickering, S. J. (2000). Working memory deficits in children with low achievement in the national curriculum at seven years of age. British Journal of Educational Psychology, 177-194.
  • Gorjian, B., & Sayyadian, M. (2017). A comparative study on bilinguals and monolingual learner reading comprehension. Journal of Applied Linguistics and Language Learning, 3(1), 9-16.
  • Grimm, K. (2008). Longitudinal associations between reading and mathematics achievement. Developmental Neuropsychology, 33(3), 419-420.
  • Hagena, M., Leiss, D., & Schwippert, K. (2017). Using reading strategy training to foster students’ Mathematical modelling competencies: Results of a quasi-experimental control trial. EURASIA Journal of Mathematics Science and Technology Education, 13(7b), 4057 -4085.
  • Hansel, L., & Pondiscio, R. (2016). ESSA creates an opportunity and an obligation to help every child become a strong reader. 05 01, 2020 tarihinde Knowledge Matters: http://knowledgematterscampaign.org/wp-content/uploads/2016/05/ESSA-brief.pdf adresinden alındı
  • Heckman, J. J. (2006). Skill formation and the economics of investing in disadvantaged children. Science, 312, 1900-1902.
  • Hutchinson, J. M., Whiteley, H. E., Smith, C. D., & Connors, L. (2003). The developmental progression of comprehension-related skills in children learning EAL. Journal of Research in Reading, 26, 19-32.
  • Jalalipour, M., Majdinasab, F., Khedri, H., & Chadorian, B. (2017). A comparison of reading accuracy and reading comprehension in bilingual Arabic/Farsi-speaking and monolingual Farsi-speaking elementary students in the fifth grade. Journal of Rehabilitation Sciences and Research, 4, 97-101.
  • Juliana. (2019). The comparative impacts of using lexical glossing and inferencing strategies on students’ reading comprehension. Advances in Language and Literary Studies, 9(1), 1-4.
  • Karimi, A., & Kabiri, M. (2003). Comparing bilingual and monolingual students’ reading comprehension; According to PIRLS 2006 results:In abstract book of bilingual and education. Challenges, Perspectives, and Solutions Conference. Iran: Research Institute for Education.
  • Khusniyah, N., & Lustyantie, N. (2017). Improving English reading comprehension ability through Survey Questions, Read, Record, Recite, Review strategy (SQ4R). English Language Teaching, 10(12), 202-211.
  • Kung, F. W. (2019). Teaching second language reading comprehension: the effects of classroom materials and reading strategy use. Innovation in Language Learning and Teaching, 13(1), 93-104.
  • Lasser, A., & Boardman, C. J. (2006). Using strategy instruction to promote reading comprehension and content learning. C. P. Proctor, A. Boardman, & E. H. Hiebert içinde, Teaching emergent bilingual students: Flexible approaches in an era of new standards (s. 99-118). New York: Guilford Publications.
  • Laurea, T. D. (2013). Learning how to read in English as a foreign language: issues in Italian secondary school teaching and the role of strategy instruction. Padova: Università degli Studi di Padova.
  • Lesaux, N. K., Koda, K., Siegel, L. S., & Shanahan, T. (2006). Development of literacy. D. August, T. Shanahan, & (Edt) içinde, Developing literacy in second-language learners (s. 75-122). Mahway, NJ: Erlbaum.
  • Memiş, M. R. (2019). Türkçeyi ikinci dil Olarak öğrenenlerin okuduğunu anlama yeterliklerinin eş değerliği. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 38(1), 253-265.
  • Mikulecky, B. C. (2011). A short course in teaching reading: Practical technique for building reading powe. United States: Pearson Longman.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. USA: Sage Publications Inc.
  • Nunan, D. (2003). Language teaching methodology. London: Prentice Hall International.
  • Oakhill, J., Kate, C., & Carsten, E. (2015). Understanding and teaching reading comprehension a handbook. London&New York: Routledge.
  • Pang, E. S., Muaka, A., Bernhardt, E. B., & Kamil, M. L. (2003). Task-based language teaching. New York, NY: Cambridge University Press.
  • Peacock, M. (1997). The effect of authentic materials on the motivation of EFL learners. ELT Journal, 51, 144-156.
  • Pourhoseingilakjani, A., & Lahijan, L. B. (2016). How can students improve their reading comprehension skill? Journal of Studies in Education, 6(2), 229-240.
  • Raisha, U., & Kasim, S. (2017). EFL students’ reading comprehension problems: Linguistic and non-linguistic complexities. English Education Journal (EEJ), 8(3), 308-321.
  • Romly, R., Rahman, S. A., Supie, H. S., & Nasharudin, S. N. (2018). Difficulties encountered by low proficiency ESL students in reading online academic texts. International Journal of Academic Research in Business and Social Sciences, 8(2), 490–501.
  • Schoenbach, R., Greenleaf, C., Cziko, C., & Hurwitz, L. (1999). Reading for understanding: A guide to improving reading in middle and high school clasrooms. San Francisco: Jossey-Bass.
  • Shehu, I. (2015). Reading comprehension problems encountered by foreign language students, case study: Albania, Croatia . Academic Journal of Interdisciplinary Studies, 4(1), 91-96.
  • Spencer, M., & Wagner, R. K. (2018). The comprehension problems of children with poor reading comprehension despite adequate. Review of Educational Research, 88(3), 366-400.
  • Steensel, R. V., Oostdam, R., Gelderen, A. V., & Schooten, E. V. (2016). The role of word decoding, vocabulary knowledge and meta-cognitive knowledge in monolingual and bilingual low-achieving adolescents’ reading comprehension. Journal of Research in Reading, 39(3), 312–329.
  • Thiele, J. (2014). Link between oral reading and comprehension for second language learners’. PAU’s Academic Journal, 3, 85-92.
  • Thürmann, E., Vollmer, H., & Pieper, I. (2010). Language(s) of schooling: focusing on vulnerable learners. 05 01, 2020 tarihinde https://rm.coe.int/16805a1caf adresinden alındı
  • Uribe-Enciso, O. (2015). Improving EFL students’ performance in reading comprehension through explicit instruction in strategies. Rastros Rostros, 17(31), 37-52.
  • Van Gelderen, A., Schoonen, R., de Glopper, K., Hulstijn, J., Snellings, P., Simis, A., et al. (2003). Roles of linguistic knowledge metacognitive knowledge and processing speed in L3, L2 and L1 reading comprehension. The International Journal of Bilingualism, 7(1), 7-25.
  • Vellutino, F. R. (2003). Individual differences as sources of variability in reading comprehension in elementary school children, Rethinking reading comprehension (pp. 51-81). New York, NY: Guilford.
  • Vilenius-Tuohimaa, P., Aunola, K., & Nurmi, J. (2008). The association between mathematical word problems and reading comprehension. Educational Psychology, 409-426.
  • Whitten, C., Labby, S. .., & Sullivan, S. L. (2016). The impact of pleasure reading on academic success. The Journal of Multidisciplinary Graduate Research, 2(4), 48-64.
  • Yeganeh, M. T., & Malekzadeh, P. (2015). The effect of bilingualism on the developing of English reading skill. Procedia - Social and Behavioral Sciences, 192, 803-810.
  • Yıldırım, A., & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
  • Yıldız, M. (2013). Okuma motivasyonu, akıcı okuma ve okuduğunu anlamanın beşinci sınıf öğrencilerinin akadamik başarılarındaki rolü. Turkish Studies, 8(4), 1461-1478.
  • Zhang, L. J., Gu, P. Y., & Hu, G. (2008). A cognitive perspective on Singaporean primary school pupils’ use of reading strategies in learning to read in English. British Journal of Educational Psychology, 78(2), 245–271.
  • Zhao, Y. (2019). Negative transfer of mother tongue in English. Creative Education, 940-946.

Details

Primary Language Turkish
Subjects Education and Educational Research
Journal Section Makaleler
Authors

Yusuf KIZILTAŞ> (Primary Author)
YÜZÜNCÜ YIL ÜNİVERSİTESİ
0000-0001-9434-4629
Türkiye


İshak KOZİKOĞLU>
VAN YÜZÜNCÜ YIL ÜNİVERSİTESİ
Türkiye

Publication Date October 29, 2020
Published in Issue Year 2020, Volume 8, Issue 4

Cite

APA Kızıltaş, Y. & Kozikoğlu, İ. (2020). İki Dilli Öğrencilerin Okuduğunu Anlamada Yaşadıkları Sorunlar ve Çözüm Önerileri: Bir Durum Çalışması . Ana Dili Eğitimi Dergisi , 8 (4) , 1568-1584 . DOI: 10.16916/aded.753248