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Importance of Word Recognition

Yıl 2022, Cilt: 10 Sayı: 2, 475 - 506, 28.04.2022

Dilşat Uzunoğlu , Seçkin Gök , Kasım Yıldırım

https://doi.org/10.16916/aded.1069652
Cited By: 2

Öz

There are many studies in the literature on reading and reading comprehension. However, despite the studies, it shows that experiencing some problems in reading and reading comprehension requires looking at the subject from a different dimension. At this point, attention is drawn to word recognition skills. Word recognition skill can be briefly defined as reading words accurately and quickly. Therefore, it can be said that students who can read the words correctly and quickly will be at a good level in reading and reading comprehension. From this point of view, it is seen that word recognition skill is very important in reading skill. However, it can be said that this skill is one of the neglected skills. It is thought that the reason for neglecting this skill is due to the lack of knowledge about the skill. From this point of view, the aim of this study is to comprehensively discuss word recognition, which has an important place in reading skills. Thus, it is aimed to present a perspective to researchers and classroom teachers in order to look at reading skill from the dimension of word recognition. For this purpose, word recognition, what the concept is, developmental theories, the factors that affect it, its place in the analysis of reading processes of good readers, its reflection on different orthographies, its importance in individuals diagnosed with dyslexia, are presented within the framework of the relevant literature under the headings of developing and evaluating this skill.

Anahtar Kelimeler

Word recognition reading comprehension proficient reader

Kaynakça

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Kelime Tanıma Becerisinin Önemi

Yıl 2022, Cilt: 10 Sayı: 2, 475 - 506, 28.04.2022

Dilşat Uzunoğlu , Seçkin Gök , Kasım Yıldırım

https://doi.org/10.16916/aded.1069652
Cited By: 2

Öz

Alanyazında okuma ve okuduğunu anlama konusunda yapılan pek çok çalışma mevcuttur. Yapılan çalışmalara rağmen okuma ve okuduğunu anlamada birtakım sorunların devam ettiği görülmektedir. Bu nedenle konuya farklı bir açıdan bakmanın yararlı olacağı düşünülmüştür. Bu noktada kelime tanıma becerisine dikkat çekilmiştir. Kelime tanıma becerisi kısaca kelimeleri doğru ve hızlı bir şekilde okuma olarak tanımlanabilir. Dolayısıyla kelimeleri doğru ve hızlı bir şekilde okuyabilen öğrencilerin ise okuma ve okuduğunu anlamada iyi düzeyde olacağı söylenebilir. Buradan hareketle kelime tanıma becerisinin okuma becerisinde oldukça önemli olduğu görülmektedir. Fakat buna rağmen bu becerinin ihmal edilen becerilerden biri olduğu söylenebilir. Bu becerinin ihmal edilmesinin sebebinin ise beceri hakkındaki bilgi eksikliğinden kaynaklandığı düşünülmektedir. Buradan hareketle bu çalışmanın amacı okuma becerisinde önemli bir yere sahip olan kelime tanımayı kapsamlı bir şekilde ele almaktır. Böylelikle okuma becerisine kelime tanıma boyutundan bakabilme adına araştırmacılara ve öğretmenlere bir bakış açısı sunmak amaçlanmaktadır. Bu amaç doğrultusunda çalışmada kelime tanıma, kavramın ne olduğu, gelişimsel teorileri, etkilendiği unsurlar, iyi okuyucuların okuma süreçlerinin analizindeki yeri, farklı ortografilere yansıması, disleksi tanısı koyulan bireylerdeki önemi, bu beceriyi geliştirme ve değerlendirme başlıkları altında ilgili literatür çerçevesinde sunulmuştur.

Anahtar Kelimeler

Kelime tanıma okuduğunu anlama iyi okuyucu

Kaynakça

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  • Romberg, A. R. ve Saffran, J. R. (2010). Statistical learning and language acquisition. Wiley Interdisciplinary Reviews: Cognitive Science, 1, 906–914.
  • Rothe, J., Schulte-Körne, G. ve Ise, E. (2013). Does sensitivity to orthographic regularities influence reading and spelling acquisition? A 1-year prospective study. Reading and Writing, 27(7), 1141–1161.
  • Rowe, D. W. (2008). Social contracts for writing: Negotiating shared understandings about text in the preschool years. Reading Research Quarterly, 43(1), 66–95.
  • Sainz, J. S. (2013). Literacy acquisition in Spanish. In Handbook of orthography and literacy (pp. 165-184). New York: Routledge.
  • Samuels, S. J. (2006). Toward a model of reading fluency. In S. J. Samuels & A. E. Farstrup (Eds.), What research has to say about fluency instruction (pp. 24–46). Delaware, NJ: International Reading Association.
  • Sanfilippo, J., Ness, M., Petscher, Y., Rappaport, L., Zuckerman, B. ve Gaab, N. (2020). Reintroducing dyslexia: Early identification and implications for pediatric practice. Pediatrics, 146(1). 1-9.
  • Scarborough, H. S., Neuman, S. ve Dickinson, D. (2009). Connecting early language and literacy to later reading (dis) abilities: Evidence, theory, and practice. Approaching difficulties in literacy development: Assessment, Pedagogy and Programmes, 10, 23-38.
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  • Schuele, C. M. ve Boudreau, D. (2008). Phonological awareness intervention: Beyond the basics. Language, Speech, and Hearing Services in Schools, 39, 3-20.
  • Schulte-Körne, G. (2001). Annotation: Genetics of reading and spelling disorder. The Journal of Child Psychology and Psychiatry and Allied Disciplines, 42(8), 985-997.
  • Schulte-Körne, G., Deimel, W., Bartling, J. ve Remschmidt, H. (2004). Neurophysiological correlates of word recognition in dyslexia. Journal of Neural Transmission, 111(7), 971-984.
  • Sevim, O. ve Toyran, M. (2021). Türkiye ve İngiltere’de ilköğretim birinci kademede kullanılan ana dili öğretimi ders kitaplarının temel dil becerileri açısından karşılaştırılması. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, 23, 87-104.
  • Seymour, P. H. (2006). Theoretical framework for beginning reading in different orthographies. Handbook of orthography and literacy (pp. 441-462). New York: Routledge.
  • Seymour, P. H. K. ve Duncan, L. G. (2001). Learning to read in English. Psychology: The Journal of the Hellenic Psychological Society, 8(3), 281–299.
  • Shaywitz, S. E. (1998). Dyslexia. New England Journal of Medicine, 338(5), 307-312.
  • Singer, S. S., PhD. (2019). Dyslexia. Magill’s Medical Guide (Online Edition).
  • Snel, M. J., Aarnoutse, C. A. J., Terwel, J., van Leeuwe, J. F. J. ve van der Veld, W. M. (2016). Prediction of word recognition in the first half of grade 1. European Early Childhood Education Research Journal, 24(2), 229–238.
  • Snowling, M. J. ve Hulme, C. E. (2005). The science of reading: A handbook. Malden, MA: Blackwell Publishing.
  • Snowling, M. J. ve Hulme, C. (2012). Interventions for children's language and literacy difficulties. International Journal of Language & Communication Disorders, 47(1), 27-34.
  • Snowling, M. J. ve Melby-Lervåg, M. (2016). Oral language deficits in familial dyslexia: A meta-analysis and review. Psychological Bulletin, 142(5), 498.
  • Sprenger-Charolles, L., Siegel, L. S. ve Bonnet, P. (1998). Reading and spelling acquisition in French: The role of phonological mediation and orthographic factors. Journal of Experimental Child Psychology, 68(2), 134-165.
  • Stanovich, K. E. (1980). Toward an interactive-compensatory model of individual differences in the development of reading fluency. Reading Research Quarterly, 16(1), 32-71.
  • Stuart, M. ve Coltheart, M. (1988). Does reading develop in a sequence of stages? Cognition, 30(2), 139-181.
  • Tabossi, P. ve Laghi, L. (1992). Semantic priming in the pronunciation of words in two writing systems: Italian and English. Memory and Cognition, 20, 303-313.
  • Tajima, K. (1989). Computer and kanji. In K. Sato (Series ed.) Kanji koza [Lectures on kanji]: Vol. 11. Kanji to kokuji mondai [Kanji and the problems of the national language] (pp. 229–257). Tokyo: Meijishoin.
  • Tanaka, H., Black, J. M., Hulme, C., Stanley, L. M., Kesler, S. R., Whitfield-Gabrieli, S., Reiss, A. L., Gabrieli, J. D. E. ve Hoeft, F. (2011). The Brain Basis of the Phonological Deficit in Dyslexia Is Independent of IQ. Psychological Science, 22(11), 1442-1451.
  • Torgesen, J. K. (2005). Recent discoveries from research on remedial interventions for children with dyslexia. In M.J. Snowling, C. Hulme (Eds), The science of reading, (pp. 521-537). Malden, MA: Blackwell Publishing.
  • Treiman, R. (2017). Learning to spell words: Findings, theories, and issues. Scientific Studies of Reading, 21(4), 265-276.
  • Treiman, R. ve Broderick, V. (1998). What's in a name: Children's knowledge about the letters in their own names. Journal of Experimental Child Psychology, 70(2), 97-116.
  • Treiman, R. ve Kessler, B. (2014). How children learn to write words. Oxford: Oxford University Press.
  • Treiman, R. ve Yin, L. (2011). Early differentiation between drawing and writing in Chinese children. Journal of Experimental Child Psychology, 108(4), 786-801.
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  • Vaessen, A., Bertrand, D., Tóth, D., Csépe, V., Faísca, L., Reis, A. ve Blomert, L. (2010). Cognitive development of fluent word reading does not qualitatively differ between transparent and opaque orthographies. Journal of Educational Psychology, 102(4), 827-842.
  • Vaessen, A. A. ve Blomert, L. (2010). Long-term cognitive dynamics of fluent reading development. Journal of Experimental Child Psychology, 105(3), 213-231.
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  • Wagner, R., Torgesen, J., Laughon, P., Simmons, K. ve Rashotte, C. (1993). Development of young readers’ phonological processing abilities. Journal of Educational Psychology, 85(1), 83-103.
  • Whisler, S. K. (2001). The effects of repeated readings on automatic word recognition skills, fluency, and comprehension in third grade (Unpublished doctoral dissertation). Cardinal Stritch University, Milwaukee.
  • Winskel, H. ve Iemwanthong, K. (2009). Reading and spelling acquisition in Thai children. Reading and Writing, 23(9), 1021-1053.
  • Wyse, D. ve Bradbury, A. (2022). Reading wars or reading reconciliation? A critical examination of robust research evidence, curriculum policy and teachers' practices for teaching phonics and reading. Review of Education, 10(1), 1-53.
  • Yıldırım, K. ve Ateş, S. (2012). Silent and oral reading fluency: Which one is the best predictor of reading comprehension of Turkish elementary students. International Journal on New Trends in Education and Their Implications, 3(4), 79-91.
  • Yıldırım, K. ve Rasinski, T. (2014). Reading fluency beyond English: Investigations into reading fluency in Turkish elementary students. International Electronic Journal of Elementary Education, 7(1), 97-106.
  • Yıldırım, K., Rasinski, T. ve Kaya, D. (2017). 4-8. sınıflarda Türk öğrencilerin bilgi verici metinlerde akıcı okuma ve anlamaları. Eğitim ve Bilim Dergisi, 42, 87-98.
  • Zeguers, M. H., Snellings, P., Tijms, J., Weeda, W. D., Tamboer, P., Bexkens, A. ve Huizenga, H. M. (2011). Specifying theories of developmental dyslexia: a diffusion model analysis of word recognition. Developmental Science, 14(6), 1340-1354.
  • Zevin, J. (2009). Word recognition. In L. R. Squire (Ed.), Encyclopedia of neuroscience (pp. 517–522). Oxford: Academic Press.
  • Ziegler, J. C. ve Goswami, U. (2005). Reading acquisition, developmental dyslexia, and skilled reading across languages: a psycholinguistic grain size theory. Psychological Bulletin, 131(1), 3-29.
  • Ziegler, J. C., Perry, C., Jacobs, A. M. ve Braun, M. (2001). Identical words are read differently in different languages. Psychological Science, 12, 379-384.
Toplam 173 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Dilşat Uzunoğlu 0000-0003-2591-3159

Seçkin Gök 0000-0001-6095-9828

Kasım Yıldırım 0000-0003-1406-709X

Yayımlanma Tarihi 28 Nisan 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 10 Sayı: 2

Kaynak Göster

APA Uzunoğlu, D., Gök, S., & Yıldırım, K. (2022). Kelime Tanıma Becerisinin Önemi. Ana Dili Eğitimi Dergisi, 10(2), 475-506. https://doi.org/10.16916/aded.1069652

Cited By

İyi Bir Okuma Becerisi İçin Önemli Bir Bileşen: Yazım/İmla Bilgisi
Ana Dili Eğitimi Dergisi
https://doi.org/10.16916/aded.1609631
İlkokul öğrencilerinin okuma profilleri ile akıcı okuma becerileri arasındaki ilişki
Uluslararası Düzce Eğitim Bilimleri Dergisi
https://doi.org/10.62195/ijdes.1675167

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Ana Dili Eğitimi Dergisi Creative Commons Alıntı-Gayriticari 4.0 Uluslararası Lisansı ile lisanslanmıştır.