Okuma Çemberleri: Niçin ve Nasıl? Örnek Bir Uygulama

Birsen Doğan; Kasım Yıldırım; Hülya Çermik; Seyit Ateş

doi:10.16916/aded.428415

Araştırma Makalesi

Okuma Çemberleri: Niçin ve Nasıl? Örnek Bir Uygulama

Yıl 2018, Cilt: 6 Sayı: 3, 747 - 765, 27.07.2018

Birsen Doğan Kasım Yıldırım Hülya Çermik Seyit Ateş

https://doi.org/10.16916/aded.428415

Cited By: 8

Öz

Okuma çemberleri, aynı öykü, şiir ya da kitabı okumak
için bir araya gelen öğrencilerin oluşturdukları gruplardır. Bu gruplarda
öğrenciler, okuduklarını tartışmakta ve paylaşmaktadırlar. Gruplarda üstlendikleri
rollerin gereği olarak öğrenciler, okuma çemberlerinde pek çok etkinlik
yapmaktadırlar. Bu roller, temel ve seçimlik roller olmak üzere iki grupta
toplanabilir. Temel roller, sorgulayıcı, bağ kurucu, okuma aydınlatıcısı,
ressamdır. Seçimlik roller ise özetleyici, sözcük avcısı, hareket izcisi,
karakter çözümleyici ve tahmin edici gibi rollerdir. Her öğrenci bir rol almak zorundadır. Rollerin
gereği olarak yapılan işler, öğrencilerin bilişsel, duyuşsal ve sosyal
yönlerinin gelişimini sağlamaktadır. Yapılan her okuma çemberinde öğrenciler ve
roller farklılaşmaktadır. Böylece farklı rolleri deneyimleyen öğrenciler okuma
çalışmalarından üst düzeyde verim elde edebilmektedirler. Okuma çemberlerinin
nasıl yürütüldüğüne ilişkin adım adım sunulan örnek bir uygulamanın,
sınıflarında öğrenci merkezli yöntemleri kullanmak isteyen öğretmenlere
katkılar sunması beklenmektedir.

Anahtar Kelimeler

Okuma çemberleri , okuma becerileri , öğrenci , öğretmen

Kaynakça

Avalos, M.A., Plasencia, A., Chavez, C. ve Rasco ́n, J. (2007/2008). Modified guided reading: Gateway to English as a second language and literacy learning. The Reading Teacher, 61(4), 318–329.
Avcı, S. ve Yüksel, A. (2011). Cognitive and affective contributions of the literature circles method on the acquisition of reading habits and comprehension skills in primary level students. Kuram ve Uygulamada Eğitim Bilimleri, 11, 3, 1295-1300.
Avcı, S., Baysal, N., Gül, M. ve Akıncı, Y. (2013) Okuma çemberi yönteminin okuduğunu anlama becerisine etkisi, Kuramsal Eğitimbilim Dergisi, 6(4), 535-55.
Au, K. ve Raphael, T. (2000). Equity and literacy in the next millennium. Reading Research Quarterly, 35(1), 170–172.
Ateş, S., Çetinkaya, F. ve Yıldırım, K. (2012). Okunabilir bir kitap nasıl seçilir? İlköğretim Online, 11 (2), 319-331.
Beck, I. ve McKeown, M. (2006). Improving comprehension with questioning the author: A fresh and expanded view of a powerful approach. New York: Scholastic.
Blum, H.T., Lipsett, L.R. ve Yocom, D.J. (2002). Literature Circles: A Tool for Self-Determination in One Middle School Inclusive Classroom. Remedial and Special Education, 23, 2, 99-108.
Brabham, E.G. ve Villaume, S.K. (2000). Continuing conversations about literature circles. The Reading Teacher, 54 (3), 278-80.
Campbell Hill, B. (2010). Literature Circles and the Heart of Response (Grades 1-8), CEESA Conference Tallinn, Estonia.
Cummins, J. (2003). Reading and the bilingual student: Fact and friction. In G.G. Garcia (Ed.), English learners reaching the highest level of English literacy. (pp. 2–33). Newark, DE: International Reading Association.
Daniels, H. (1994). Literature circles: Voice and choice in student-centered classroom. Portland, ME: Stenhouse.
Daniels, H. (2002). Literature circles: Voice and choice in book clubs and reading groups. Portland, ME: Stenhouse.
Değirmenci, H. (2009). İlköğretim okullarında düzenlenen okuma saatlerinin değerlendirilmesine ilişkin öğretmen görüşleri. Yayımlanmamış yüksek lisans tezi, Gazi Üniversitesi, Ankara.
Doğan, B. (2006). “Strateji öğretiminin, işbirlikli ve geleneksel sınıflarda okuduğunu anlama becerileri üzerindeki etkileri”, Eğitim Araştırmaları Dergisi, 6(23), 82-93.
Guthrie, J. T. ve Wigfield, A. (2000). Engagement and motivation in reading. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson ve R. Barr (Eds.), Handbook of reading research: Volume III (pp. 403-419). New York, NY: Routledge.
Hayward, S.M. (2002). A descriptive study of literacy learning and teaching during an author study/visi. Unpublished doctoral dissertation, The Ohio State University, Ohio.
Kendall, J. ve Khuon, O. (2005). Making sense: Small-group comprehension lesson for English language learners. Portland, ME: Stenhouse Publishers.
Kong, A. ve Pearson, D. (2003). The road to participation: The construction of a literacy practice in a learning community of linguistically diverse learners. Research in the Teaching of English, 38(1), 85–124.
Lyons, C. ve Pinnell, G. S. (2001). Systems for change in literacy education: A guide to professional development. Portsmouth, NH: Heinemann.
Marshall, J.C. (2006). The effects of participation in literature circles on reading comprehension. (Unpublished Doctoral dissertation). University of Miami, Coral Gables, Florida.
Mizerka, P.M., (1999). The impact of teacher directed literature circles versus student-directed literature circles on reading comprehension at the sixth-grade level. (Unpublished Doctoral dissertation). Illinois University
McElvain, C. (2009). English learners reading in the transactional learning community. In J.L. McConnell-Farmer (Ed.), The education of young children: Research and public policy. (pp. 47–64). Louisville, KY: Linton Atlantic Books Ltd.
McElvain, C. M. (2010). Transactional literature circles and the reading comprehension of English learners in the mainstream classroom. Journal of Research in Reading, 33(2), 178-205.
Pambianchi, L. C. (2017). Literature circles in a fifth grade classroom: A qualitative study examining how the teacher and students used literature circles and the impact they have on student learning (Unpublished Doctoral dissertation. Mississippi State University, USA.
Pearson, P. D., Cervetti, G. N. ve Tilson, J. L. (2008). Reading for understanding. In L. Darling-Hammond (Ed.), Powerful Learning: What we know about teaching for understanding (pp. 71-111). San Francisco, CA: Jossey-Bass.
Raphael, T.E. ve Au, K.H. (2005) QAR: Enhancing Comprehension and Test Taking Across Grades and Content Areas. The Reading Teacher, 59(3), 206-221.
Rich, R.Z. & Blake, S. (1994). Using pictures to assist in comprehension and recall, Intervention inSchool and Clinic, 29, (5) 271-275.
Schoonmaker, R.G. (2014). A blended learning approach to reading circles for English language learners. Second Language Studies, 33(1),1-22
Short, K.G. (1986). Literacy as a collaborative experience. Unpublished doctoral dissertation, Indiana University.
Smith, C., Tracy, E., & Weber, L. (1998). Motivating independent reading: The route to a lifetime of education. Retrieved from ERIC database. (ED422559).
Tomlinson, C.A. ve Strickland, C.A. (2005). Differentiation in practice: a resource guide for differentiating curriculum, grades 9-12. Alexandria, USA: Association for Supervision and Curriculum Development.
Tracey, D. ve Morrow, L.M. (2012). Lenses on reading: An introduction to theories and models. New York, NY: Guilford Press.
Valencia, S. ve Buly, M. (2004). Behind test scores: What struggling readers really need. The Reading Teacher, 57(6), 520–531.
Vygotsky, L.S. (1978). Mind in society. The development of higher mental processes. Cambridge, MA: Harvard University Press.
Whittingham, J. (2013) Literature circles: A perfect match for online instruction. Tech Trends, 57, 4, 53-58.
Wutz, J.A., & Wedwick, L. (2005). Bookmatch: Scaffolding book selection book for independent reading. International Reading Association, 16-32.
Yoon, B. (2007). Offering or limiting opportunities: Teachers’ roles and approaches to English-language learners’ participation in literacy activities. The Reading Teacher, 61(3), 216–225.

Literature Circles: Why and How? An Example of Implementation

Yıl 2018, Cilt: 6 Sayı: 3, 747 - 765, 27.07.2018

Birsen Doğan Kasım Yıldırım Hülya Çermik Seyit Ateş

https://doi.org/10.16916/aded.428415

Cited By: 8

Öz

Literature circles are groups
formed by students who get together to read the same story, poem or book. In
these groups, students discuss and share what they have read. As required by
the roles they assume in groups, students perform many activities in literature
circles. These roles may be divided into two groups as main and optional roles.
The main roles are questioner, connector, literary luminary, and illustrator. The
optional roles are roles such as summarizer, vocabulary enricher (word wizard),
scene setter, character sketcher, and predictor. Every student has to assume a
role. Literature circle activities that are done in classes contribute to
students’ cognitive, affective and social development. In each literature
circle, students and their roles differ. Thus, students who assume various
roles in literature circles are able to benefit highly from these reading activities.
A step-by-step example of how literature circles are implemented in classes is
given to contribute to teachers who want to use student-centered methods in
their classrooms.

Anahtar Kelimeler

Literature circles , Reading skills , Student , Teacher

Kaynakça

Avalos, M.A., Plasencia, A., Chavez, C. ve Rasco ́n, J. (2007/2008). Modified guided reading: Gateway to English as a second language and literacy learning. The Reading Teacher, 61(4), 318–329.
Avcı, S. ve Yüksel, A. (2011). Cognitive and affective contributions of the literature circles method on the acquisition of reading habits and comprehension skills in primary level students. Kuram ve Uygulamada Eğitim Bilimleri, 11, 3, 1295-1300.
Avcı, S., Baysal, N., Gül, M. ve Akıncı, Y. (2013) Okuma çemberi yönteminin okuduğunu anlama becerisine etkisi, Kuramsal Eğitimbilim Dergisi, 6(4), 535-55.
Au, K. ve Raphael, T. (2000). Equity and literacy in the next millennium. Reading Research Quarterly, 35(1), 170–172.
Ateş, S., Çetinkaya, F. ve Yıldırım, K. (2012). Okunabilir bir kitap nasıl seçilir? İlköğretim Online, 11 (2), 319-331.
Beck, I. ve McKeown, M. (2006). Improving comprehension with questioning the author: A fresh and expanded view of a powerful approach. New York: Scholastic.
Blum, H.T., Lipsett, L.R. ve Yocom, D.J. (2002). Literature Circles: A Tool for Self-Determination in One Middle School Inclusive Classroom. Remedial and Special Education, 23, 2, 99-108.
Brabham, E.G. ve Villaume, S.K. (2000). Continuing conversations about literature circles. The Reading Teacher, 54 (3), 278-80.
Campbell Hill, B. (2010). Literature Circles and the Heart of Response (Grades 1-8), CEESA Conference Tallinn, Estonia.
Cummins, J. (2003). Reading and the bilingual student: Fact and friction. In G.G. Garcia (Ed.), English learners reaching the highest level of English literacy. (pp. 2–33). Newark, DE: International Reading Association.
Daniels, H. (1994). Literature circles: Voice and choice in student-centered classroom. Portland, ME: Stenhouse.
Daniels, H. (2002). Literature circles: Voice and choice in book clubs and reading groups. Portland, ME: Stenhouse.
Değirmenci, H. (2009). İlköğretim okullarında düzenlenen okuma saatlerinin değerlendirilmesine ilişkin öğretmen görüşleri. Yayımlanmamış yüksek lisans tezi, Gazi Üniversitesi, Ankara.
Doğan, B. (2006). “Strateji öğretiminin, işbirlikli ve geleneksel sınıflarda okuduğunu anlama becerileri üzerindeki etkileri”, Eğitim Araştırmaları Dergisi, 6(23), 82-93.
Guthrie, J. T. ve Wigfield, A. (2000). Engagement and motivation in reading. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson ve R. Barr (Eds.), Handbook of reading research: Volume III (pp. 403-419). New York, NY: Routledge.
Hayward, S.M. (2002). A descriptive study of literacy learning and teaching during an author study/visi. Unpublished doctoral dissertation, The Ohio State University, Ohio.
Kendall, J. ve Khuon, O. (2005). Making sense: Small-group comprehension lesson for English language learners. Portland, ME: Stenhouse Publishers.
Kong, A. ve Pearson, D. (2003). The road to participation: The construction of a literacy practice in a learning community of linguistically diverse learners. Research in the Teaching of English, 38(1), 85–124.
Lyons, C. ve Pinnell, G. S. (2001). Systems for change in literacy education: A guide to professional development. Portsmouth, NH: Heinemann.
Marshall, J.C. (2006). The effects of participation in literature circles on reading comprehension. (Unpublished Doctoral dissertation). University of Miami, Coral Gables, Florida.
Mizerka, P.M., (1999). The impact of teacher directed literature circles versus student-directed literature circles on reading comprehension at the sixth-grade level. (Unpublished Doctoral dissertation). Illinois University
McElvain, C. (2009). English learners reading in the transactional learning community. In J.L. McConnell-Farmer (Ed.), The education of young children: Research and public policy. (pp. 47–64). Louisville, KY: Linton Atlantic Books Ltd.
McElvain, C. M. (2010). Transactional literature circles and the reading comprehension of English learners in the mainstream classroom. Journal of Research in Reading, 33(2), 178-205.
Pambianchi, L. C. (2017). Literature circles in a fifth grade classroom: A qualitative study examining how the teacher and students used literature circles and the impact they have on student learning (Unpublished Doctoral dissertation. Mississippi State University, USA.
Pearson, P. D., Cervetti, G. N. ve Tilson, J. L. (2008). Reading for understanding. In L. Darling-Hammond (Ed.), Powerful Learning: What we know about teaching for understanding (pp. 71-111). San Francisco, CA: Jossey-Bass.
Raphael, T.E. ve Au, K.H. (2005) QAR: Enhancing Comprehension and Test Taking Across Grades and Content Areas. The Reading Teacher, 59(3), 206-221.
Rich, R.Z. & Blake, S. (1994). Using pictures to assist in comprehension and recall, Intervention inSchool and Clinic, 29, (5) 271-275.
Schoonmaker, R.G. (2014). A blended learning approach to reading circles for English language learners. Second Language Studies, 33(1),1-22
Short, K.G. (1986). Literacy as a collaborative experience. Unpublished doctoral dissertation, Indiana University.
Smith, C., Tracy, E., & Weber, L. (1998). Motivating independent reading: The route to a lifetime of education. Retrieved from ERIC database. (ED422559).
Tomlinson, C.A. ve Strickland, C.A. (2005). Differentiation in practice: a resource guide for differentiating curriculum, grades 9-12. Alexandria, USA: Association for Supervision and Curriculum Development.
Tracey, D. ve Morrow, L.M. (2012). Lenses on reading: An introduction to theories and models. New York, NY: Guilford Press.
Valencia, S. ve Buly, M. (2004). Behind test scores: What struggling readers really need. The Reading Teacher, 57(6), 520–531.
Vygotsky, L.S. (1978). Mind in society. The development of higher mental processes. Cambridge, MA: Harvard University Press.
Whittingham, J. (2013) Literature circles: A perfect match for online instruction. Tech Trends, 57, 4, 53-58.
Wutz, J.A., & Wedwick, L. (2005). Bookmatch: Scaffolding book selection book for independent reading. International Reading Association, 16-32.
Yoon, B. (2007). Offering or limiting opportunities: Teachers’ roles and approaches to English-language learners’ participation in literacy activities. The Reading Teacher, 61(3), 216–225.

Toplam 37 adet kaynakça vardır.

Ayrıntılar

Birincil Dil	Türkçe
Bölüm	Makaleler
Yazarlar	Birsen Doğan Kasım Yıldırım Hülya Çermik Seyit Ateş
Yayımlanma Tarihi	27 Temmuz 2018
Yayımlandığı Sayı	Yıl 2018 Cilt: 6 Sayı: 3

Kaynak Göster

APA	Doğan, B., Yıldırım, K., Çermik, H., Ateş, S. (2018). Okuma Çemberleri: Niçin ve Nasıl? Örnek Bir Uygulama. Ana Dili Eğitimi Dergisi, 6(3), 747-765. https://doi.org/10.16916/aded.428415