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Öğrenme Güçlüğü Olan ve Olmayan Öğrencilerin Okuduğunu Anlama Becerilerinin Dil Bilimsel Açıdan Karşılaştırılması

Year 2020, Volume: 2 Issue: 1, 1 - 26, 30.12.2020
https://doi.org/10.37233/TRSPED.2020.0106

Abstract

Okuma becerisinin sürekli gelişen bir beceri olduğu düşünüldüğünde, normal gelişim gösteren öğrencilerin okul yaşamlarında göstermiş oldukları gelişmeyi, öğrenme güçlüğü olan öğrencilerin sergileyememeleri ve genel olarak düşük okuma ve okuduğunu anlama becerilerine sahip olmaları, oldukça önemli ve çözümlenmesi gereken bir sorun olarak karşımıza çıkmaktadır. Bu nedenden dolayı bu çalışmada, öğrenme güçlüğü olan ve olmayan öğrencilerin okuduğunu anlama performanslarının dilbilimsel açıdan karşılaştırmalı olarak incelenmesi amaçlanmıştır. Öğrencilerin okuduğunu anlama becerilerini değerlendirmek amacıyla iki farklı metin (sözdizimsel olarak basit ve sözdizimsel olarak karmaşık metinler) ve her bir metne ilişkin beşer anlama sorusu (dört bilgi verici, bir çıkarım sorusu) kullanılmıştır. Yapılan değerlendirmelerden elde edilen tüm veriler iki faktörlü varyans analizi (GLM-ANOVA) kullanılarak analiz edilmiştir. Analizlerden elde edilen bulgulara genel olarak bakıldığında, öğrenme güçlüğü olan öğrencilerin okuduğunu anlama performanslarının normal gelişim gösteren öğrencilere göre daha düşük olduğu görülmüştür. Ortaya çıkan bu farklılık öğrenme güçlüğü olan öğrencilerin sahip oldukları okuma becerileri ile okuma sırasında kullandıkları okuduğunu anlama stratejileri temelinde tartışılmıştır.

References

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A Comparision of the Reading Comprehension Skills of Students with and without Learning Disabilities in a Linguistic Perspective

Year 2020, Volume: 2 Issue: 1, 1 - 26, 30.12.2020
https://doi.org/10.37233/TRSPED.2020.0106

Abstract

This study’s main purpose is to comparatively examine the reading comprehension skills of students with and without learning disabilities. This study included 240 elementary students, of which 120 were students with learning disabilities and 120 were normally developing students and attended 3rd and 4th grades. To assess students' reading comprehension skills, two different texts (simple and complicated texts according to syntactic) and five questions (four information and one inference questions) for each text were used. All assessments were applied in students’ own schools about 15 to 20 minutes of individual sessions. The gathered data were analyzed through two factors ANOVA (GLM-ANOVA). The results showed that students with learning disabilities had poorer comprehension performance than their normally developing counterparts. Findings were discussed based on students' reading skills and the reading comprehension strategies they used.

References

  • Adams, M. J. & Bruck, M. (1995). Resolving the Debate. American Educator, 19, 7-20.
  • Akyol, H. (2005). Türkçe ilkokuma yazma öğretimi, Ankara: PegemA Yay.
  • Akyol, H. (2006). Yeni programa uygun Türkçe öğretim yöntemleri, Ankara: Kök Yay
  • Anderson, J. R. (1982). Acquisition of cognitive skill. Psychological Review, 89(4), 369-406.
  • Baker, D. L., Santono, L., Biancarrosa, G. & Baker, S. K. (2005). Effects of quality of ınstruction on student vocabulary and comprehension during read alouds. Society for Research on Educational Effectiveness, 9, 17.
  • Başaran, M. (2013). Okuduğunu anlamanın bir göstergesi olarak akıcı okuma. kuram ve uygulamada eğitim bilimleri. Educational Sciences: Theory & Practice, 13, 4, 2277-2290.
  • Baumann, J. F. (1984). The effectiveness of a direct ınstruction paradigm for teaching main ıdea comprehension. Reading Research Quarterly, 20(1), 93-115.
  • Baydık, B. (2011). Okuma güçlüğü olan öğrencilerin üstbilişsel okuma süreçlerini kullanımı ve öğretmenlerinin okuduğunu anlama öğretim uygulamalarının incelenmesi. Eğitim ve Bilim, 36, 162.
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  • Burns, M.K., & VanDerHeyden, A. M. (2006). Using response to ıntervention to assess learning disabilities: Introduction to the special series. Assessment for Effective Intervention, 32, 3-5.
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  • Calfee, R. (1984). Applying Cognitive psychology to educational practice: the mind of the reading teacher. Annals of Dyslexia, 34, 219-240.
  • Carr, S. C. & Thompson, B. (2010). The effects of prior knowledge and schema activation strategies on the ınferential reading comprehension of children with and without learning disabilities. Learning Disability Quarterly 19(1), 48-61.
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  • Clark, M. K. & Kamhi, A. G. (2014). Influence of prior knowledge and ınterest on fourth- and fifth-grade passage comprehension on the qualitative reading ınventory-4. Language, Speech, and Hearing Services in Schools, 45(4), 291-301.
  • Gajria, M., Jitendra, A. K., Sood, S., & Sacks, G. (2007). Improving comprehension of expository text in students with LD: A research synthesis. Journal of Learning Disabilities, 40, 210–225.
  • Garcia, J. R., Bustos, A. & Sânchez, E. (2015). The contribution of knowledge about anaphors, organisational signals and refutations to reading comprehension. Journal of Research in Reading, 38(4), 405-427.
  • Gardill, M.C. & Jitendra, A.K. (1999). Advanced story map ınstruction: effects on the reading comprehension of students with learning disabilities. The Journal of Special Education, 33(1), 17-28.
  • Gersten, R., Fuchs, L.S., Williams, J. P. & Baker, S. (2001). Teaching reading comprehension strategies to students with learning disabilities: A review of research. Review of Educational Research, 71(2), 279-320.
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  • Gough, P. B. & Tunmer, W. E. (1986). Decoding, reading and reading disability. Remedial and Special Education, 7, 6-10.
  • Güldenoğlu, İ.B., Kargın, T., & Ergül, C. (2016). Sesbilgisel farkındalık becerilerinin okuma ve okuduğunu anlama üzerindeki etkisi: Boylamsal bir çalışma. İlköğretim Online, 15(1): 251-272.
  • Güldenoğlu, İ.B., Kargın, T., & Miller, P. (2015). Okuma güçlüğü olan ve olmayan öğrencilerin cümle anlama becerilerinin incelenmesi. Türk Psikoloji Dergisi, 30 (76), 82-96.
  • Güler, Ö. & Güzel-Özmen, R. (2010). Using the brief experimental analysis to determine the effective reading comprehension strategy in story comprehension of students with mental retardation. International Online Journal of Educational Sciences, 2 (3), 930-954
  • Günayer-Şenel, H. (1995). Özel öğrenme güçlüğü terimi yerine alternatif arayışlar. Özel Eğitim Dergisi. 2 (1). 40-46.
  • Günayer-Şenel, H. (1998). Okuma güçlüğü olan ve olmayan ilkokul öğrencilerinin okuma düzeylerinin ve dislektik özelliklerinin karşılaştırılması. (Yayınlanmamış Doktora Tezi). Ankara Üniversitesi, Ankara.
  • Güzel-Özmen, R. (1998). Alt özel sınıflardaki öğrencilerin sesli okudukları öyküyü anlama becerilerini kazanmalarında doğrudan öğretim yöntemiyle sunulan bireyselleştirilmiş okuduğunu anlama materyalinin etkililiği. (Yayınlanmamış doktora tezi). Gazi Üniversitesi, Ankara.
  • Hecht, S. A., Torgesen, J. K., Wagner, R. K. & Rasotte, C. A. (2001). The relations between phonological processing abilities and emerging individual differences in mathematical computation skills: a longitudinal study from second to fifth grades. Journal of Experimental Child Psychology, 79(2), 192-227.
  • Hoover, W.A., & Gough, P.B. (1990). The simple of reading. reading and writing: An Interdisciplinary Journal, 2, 127-160.
  • Idol, L. (1987). Group story mapping: a comprehension strategy for both skilled and unskilled readers. Journal of Learning Disabilities, 20(4), 196-205.
  • Individuals With Disabilities Education Improvement Act: IDEA. (2004), P.L. 108-446
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  • Kavale, K. A. (2005). Identifying Specific Learning Disability: Is responsiveness to ıntervention the answer?. Journal of Learnıng Disabilities, 38(6), 553–562.
  • Kim, W., Linan-Thompson, S. & Misquitta, R. (2012). Critical factors in reading comprehension ınstruction for students with learning disabilities: A research synthesis. Learning Disabilities Research & Practice, 27(2), 66–78
  • Krashen, S. (1989). We acquire vocabulary and spelling by reading: Additional evidence for the ınput hypothesis. The Modern Language Journal, 73(4), 440-464.
  • Kuruyer, H. G. & Özsoy, G. (2016). İyi ve zayıf okuyucuların üstbilişsel okuma becerilerinin incelenmesi: Bir durum çalışması. Kastamonu Eğitim Dergisi, 24(2), 771-778.
  • Lenz, B. K. & Hughes, C. (1990). A word identification strategy for adolescents with learning disabilities. Journal of Learning Disabilities, 23(3), 149–158.
  • Lyon, G. R., Shaywitz, S. E. & Shaywitz, B. A. (2003). A definition of dyslexia. Annals of Dyslexia, 53(1), 1-14.
  • Mastropieri, M.A., Scruggs, T.E., & Graetz, J.E. (2003). Reading comprehension ınstruction for secondary students: Challenges for struggling students and teachers. Learning Disability Quarterly, 26, 103-116.
  • McNamara, D. S. (2007). Reading comprehension strategies theories, ınterventions, and technologies. Newyork: Lawrence Erlbaum Associates.
  • Mezynski, K. (1983). Issues concerning the acquisition of knowledge: effects of vocabulary training on reading comprehension. Review of Educational Research, 53(2), 253-279.
  • Miller, P., Kargın T. & Güldenoğlu, B. (2014). Differences in the reading of shallow and deep orthography: developmental evidence from Hebrew and Turkish readers. Journal of Research in Reading, 37(4), 409-432.
  • Miller, S. D. & Yochum, N. (1991). Asking students about the nature of their reading difficulties. Journal of Reading Behavior, 23(4), 465-485.
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There are 77 citations in total.

Details

Primary Language Turkish
Subjects Special Education and Disabled Education
Journal Section Articles
Authors

Selcen Gündoğdu 0000-0003-4632-9576

Birkan Güldenoğlu 0000-0002-9629-1505

Tevhide Kargın 0000-0002-1243-8486

Publication Date December 30, 2020
Published in Issue Year 2020 Volume: 2 Issue: 1

Cite

APA Gündoğdu, S., Güldenoğlu, B., & Kargın, T. (2020). Öğrenme Güçlüğü Olan ve Olmayan Öğrencilerin Okuduğunu Anlama Becerilerinin Dil Bilimsel Açıdan Karşılaştırılması. Turkish Journal of Special Education Research and Practice, 2(1), 1-26. https://doi.org/10.37233/TRSPED.2020.0106