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Okuduğunu Anlama Stratejisi Öğretiminde Farklı Bir Uygulama Öz-Düzenlemeli Strateji Gelişimi Modeli

Year 2022, Volume: 30 Issue: 2, 398 - 410, 29.04.2022
https://doi.org/10.24106/kefdergi.820460

Abstract

Durkin ile başlayan okuduğunu anlama stratejisi öğretiminde, öğretilen strateji kadar stratejilerin nasıl öğretildiği de önemlidir. Strateji öğretiminde kullanılan modellerden biri Harris ve Graham tarafından geliştirilen “Öz-Düzenlemeli Strateji Gelişimi (ÖDSG)” modelidir. Yazma becerilerinin geliştirilmesi amacıyla hazırlanan ve daha çok öğrenme yetersizliği olan öğrenciler üzerinde uygulanan bu model, zamanla okuma becerisi ve herhangi bir yetersizliği olmayan öğrenciler üzerinde uygulanmaya başlanmıştır. Modelin okuma alanında kullanımı yeni olduğu için model ile ilgili bilgilerin detaylı olarak ortaya konmasını gerekmektedir. Bu nedenle araştırmada, ÖDSG modelinin okuduğunu anlama öğretiminde kullanımının detaylı bir şekilde incelenmesi amaçlanmaktadır. Araştırmada nitel araştırma yöntemlerinden doküman incelemesi yöntemi kullanılmıştır. Araştırmada ÖDSG modelinin farklı gruplarda ve farklı becerileri geliştirmek için kullanıldığı bulgusuna ulaşılmıştır. Modelin yazma, okuma, üst biliş ve matematik becerilerini geliştirmeye yönelik çalışmalarda kullanıldığı görülmüştür. Model, okuduğunu anlama stratejisi öğretiminde yurt dışı çalışmalarda artan bir şekilde kullanılsa da Türkiye’de yeterince kullanılmamaktadır.

References

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A Different Technic in The Teaching of Reading Comprehension Strategy: Self-Regulated Strategy Development Model

Year 2022, Volume: 30 Issue: 2, 398 - 410, 29.04.2022
https://doi.org/10.24106/kefdergi.820460

Abstract

Purpose: In the reading comprehension strategy teaching which starting with Durkin, how strategies are taught are as
important as the strategy. One of the application that used in strategy instruction is the "Self-Regulated Strategy
Development (SRSD)" model which developed by Harris and Graham. This model, which was developed for the development
of writing skills and applied to students with more learning disabilities, has started to be applied over time with reading skills
and students without any disabilities. Since the use of the model in the reading area is new, information about the model
should be revealed in detail. For this reason, it is aimed to describe in detail the usage of the SRSD model in the teaching of
comprehension.
Design/Methodology/Approach: The document examination method from qualitative research methods was used in the
research.
Findings: As a result, it was found that SRSD model was used to develop different skills with different groups. It has been seen
that the SRSD model was used in literary works to improve writing, reading, metacognition, and mathematics skills. Despite
the fact that SRSD has been addressed with an increasing number of studies abroad in the field of strategy teachings, the
finding that there is not much work on this area in Turkey.
Highlights: This model, which was originally developed for teaching writing, has been applied in the field of reading in recent
years. It is a model that allows students to control their own reading comprehension process. It supports the student in this
process and guides his/her understanding.

References

  • Adkins, M. H. (2005). Self-regulated strategy development and generalization instruction: Effects on story writing among second and third grade students with emotional and behavioral disorders. Unpublished Ph. D. thesis, University of Maryland, USA.
  • Akıncılar, V. (2010). The effect of “please” strategy training through the self-regulated strategy development (SRSD) model on fifth grade EFL students’ descriptive writing: Strategy training on planning. Yayınlanmamış yüksek lisan tezi, ODTÜ İngilizce Öğretimi Bölümü, Ankara.
  • Akyol, H. (2008). Türkçe Öğretim Yöntemleri (Yeni Programa Uygun Genişletilmiş 2. Baskı). Ankara: Kök Yayıncılık.
  • Almasi, J. F. (2003). Teaching strategic processes in reading. New York: Guilford Press.
  • Aydın, S. & Atalay Demir, T. (2015). Öz-düzenlemeli öğrenme. Ankara: Pegem A Yayıncılık.
  • Baumann, J. F. (1984). The effectiveness of a direct instruction paradigm for teaching main idea comprehension. Reading Research Quarterly, 93-115.
  • Brown, A. L. & Palincsar, A. S. (1982). Inducing strategic learning from texts by means of informed, self-control training. Topics in Learning & Learning Disabilities, 2(1), 1-17.
  • Case, L. P., Harris, K. R., & Graham, S. (1992). Improving the mathematical problem-solving skills of students with learning disabilities: Self-regulated strategy development. The Journal of Special Education, 26(1), 1-19.
  • Cassel, J., & Reid, R. (1996). Use of a self-regulated strategy intervention to improve word problem-solving skills of students with mild disabilities. Journal of Behavioral Education, 6(2), 153-172.
  • Cosentino, C. L. (2017). The effects of self-regulation strategies on reading comprehension, motivation for learning, and self-efficacy with struggling reader. Unpublished Ph. D. thesis. Department of Education and Educational Psychology, Western Connecticut State University.
  • Cuenca-Carlino, Y., Freeman-Green, S., Stephenson, G. W. & Hauth, C. (2016). Self-Regulated Strategy Development Instruction for Teaching Multi-Step Equations to Middle School Students Struggling in Math. The Journal of Special Education, 50(2), 75-85.
  • Dole, J. A., Duffy, G. G., Roehler, L. R. & Pearson, P. D. (1991). Moving from the old to the new: Research on reading comprehension instruction. Review of Educational Research, 61(2), 239-264.
  • Duffy, G. G. & Roehler, L. R. (1987). Teaching reading skills as strategies. The Reading Teacher, 40(4), 414-418.
  • Ennis, R. P. (2016). Using self-regulated strategy development to help high school students with EBD summarize informational text in social studies. Education and Treatment of Children, 39(4), 545–568. doi:10.1353/etc.2016.0024
  • Ennis, R. P. & Losinski, M. (2019). SRSD Fractions: Helping Students at Risk for Disabilities Add/Subtract Fractions With Unlike Denominators. Journal of Learning Disabilities, 52(5), 399–412. doi:10.1177/0022219419859509
  • Festas, I., Oliveira, A. L., Rebelo, J. A., Damião, M. H., Harris, K. & Graham, S. (2015). Professional development in self-regulated strategy development: Effects on the writing performance of eighth grade Portuguese students. Contemporary Educational Psychology, 40, 17-27.
  • Graham, S. & Harris, K. R. (1993). Self-regulated strategy development: Helping students with learning problems develop as writers. The Elementary School Journal, 94(2), 169-181.
  • Graham, S. & Harris, K. R. (2003). Students with learning disabilities and the process of writing: A meta-analysis of SRSD studies. In H. L. Swanson, K. R. Harris, & S. Graham (Eds.), Handbook of learning disabilities (pp. 323-344). New York: Guilford Press.
  • Graham, S., Harris, K. R., MacArthur, C. A., & Schwartz, S. (1991). Writing and writing instruction for students with learning disabilities: Review of a research program. Learning Disability Quarterly, 14(2), 89-114.
  • Graham, S., Harris, K. R. & Mason, L. (2005). Improving the writing performance, knowledge, and self-efficacy of struggling young writers: The effects of self-regulated strategy development. Contemporary Educational Psychology, 30(2), 207-241.
  • Graham S., Harris K.R., Reid R. (1992). Developing self-regulated learners. Focus on Exceptional Children, 24, 1–16.
  • Graham, S., McKeown, D., Kiuhara, S. & Harris, K. R. (2012). A meta-analysis of writing instruction for students in the elementary grades. Journal of Educational Psychology, 104(4), 879-896.
  • Graham, S. & Perin, D. (2007). A meta-analysis of writing instruction for adolescent students. Journal of educational psychology, 99(3), 445.
  • Hagaman, J. L. & Casey, K. J. (2017). Paraphrasing Strategy Instruction in Content Area Text. Intervention in School and Clinic, 52(4), 210-217.
  • Hagaman, J. L., Casey, K. J. & Reid, R. (2012). The effects of the paraphrasing strategy on the reading comprehension of young students. Remedial and Special Education, 33(2), 110-123.
  • Hagaman, J. L., Casey, K. J. & Reid, R. (2016). Paraphrasing strategy instruction for struggling readers. Preventing School Failure: Alternative Education for Children and Youth, 60(1), 43-52.
  • Hagaman, J. L., Luschen, K. & Reid, R. (2010). The “RAP” on reading comprehension. Teaching Exceptional Children, 43(1), 22-29.
  • Hagaman, J. L. & Reid, R. (2008). The effects of the paraphrasing strategy on the reading comprehension of middle school students at risk for failure in reading. Remedial and Special Education, 29(4), 222-234.
  • Harris, K. R. & Graham, S. (1994). Constructivism: Principles, paradigms, and integration. The journal of special education, 28(3), 233-247.
  • Harris, K. R. & Graham, S. (1999). Programmatic intervention research: Illustrations from the evolution of self-regulated strategy development. Learning Disability Quarterly, 22(4), 251-262.
  • Harris, K. R., Graham, S. & Adkins, M. (2015). Practice-based professional development and self-regulated strategy development for Tier 2, at-risk writers in second grade. Contemporary Educational Psychology, 40, 5-16.
  • Harris, K. R., Graham, S. & Mason, L. H. (2003). Self-regulated strategy development in the classroom: Part of a balanced approach to writing instruction for students with disabilities. Focus on Exceptional Children, 35(7), 1-16.
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There are 91 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

Yusuf Özdemir 0000-0003-2024-6916

Kasım Kıroğlu 0000-0001-5711-9182

Publication Date April 29, 2022
Acceptance Date January 15, 2022
Published in Issue Year 2022 Volume: 30 Issue: 2

Cite

APA Özdemir, Y., & Kıroğlu, K. (2022). A Different Technic in The Teaching of Reading Comprehension Strategy: Self-Regulated Strategy Development Model. Kastamonu Education Journal, 30(2), 398-410. https://doi.org/10.24106/kefdergi.820460

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