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What are the Cognitive Levels Defined for Reading Comprehension? An Analysis Based on the Reading Comprehension Frameworks of the Large-Scale Assessments

Yıl 2024, Cilt: 12 Sayı: 4, 958 - 970, 31.10.2024

Seval Kula Kartal

https://doi.org/10.16916/aded.1524131

Öz

The aim of the study is to provide a clear and brief synthesis of reading comprehension definitions based on the reading comprehension frameworks used in some large-scale assessments. Accordingly, in the study, the cognitive processes related with the reading comprehension and their definitions have been revealed by analyzing the National Assessment of Educational Progress [NAEP], Programme for International Student Assessment [PISA], Progress in International Reading Literacy Study [PIRLS]) reading comprehension frameworks. The results of analysis of the reading comprehension frameworks over the years show that the three cognitive processes of retrieve and locate, interpret and integrate, and reflect and evaluate are commonly included in all frameworks. These three reading comprehension processes have existed since the beginning of the large-scale assessment applications. This finding indicates that teachers are required to use questions and tasks to enable students to interpret, integrate, reflect on and evaluate what they read. In addition, it is found that there are two important changes in the definition of reading comprehension in the updated frameworks. One of this is to include a new reading comprehension process named as ‘use and apply’ which corresponds to using and applying information obtained from what students read to solve a problem or to generate a product such as a new essay or classroom talk. Another is to include the skills in the frameworks which are required to comprehend multi-texts on digital platforms. The analysis of reading comprehension frameworks of the large-scale assessments reveals that the definition of reading comprehension and tasks used to assess it have changed over the years.

Anahtar Kelimeler

Reading comprehension skills reading comprehension assessment reading comprehension frameworks

Kaynakça

  • Alonzo, J., Basaraba, D., Tindal, G., & Carriveau, R. S. (2009). They read, but how well do they understand? An empirical look at the nuances of measuring reading comprehension. Assessment for Effective Intervention, 35(1), 34-44. https://doi.org/10.1177/1534508408330082
  • Ametlle, A. C., & Müller-Jerina, A. (2004). Public library reading programs for preschoolers. Bertelsmann Stiftung Publishing.
  • Aslanoğlu, A. E., & Kutlu, Ö. (2015). Factors related to the reading comprehension skills of 4th grade students according to data of PIRLS 2001. Journal of Educational Sciences Research, 5(2), 1-18. https://doi.org/10.12973/jesr.2015.52.1
  • Bayat, N., Şekercioğlu, G. ve Bakır, S. (2014). Okuduğunu anlama ve fen başarısı arasındaki ilişkinin belirlenmesi. Eğitim ve Bilim, 39(176), 457-466. http://dx.doi.org/10.15390/EB.2014.3693
  • Bitter, C., O’Day, J., Gubbins, P., & Socias, M. (2009). What works to improve student literacy achievement? An examination of instructional practices in a balanced literacy approach. Journal of Education for Students Placed at Risk, 14, 17-44. https://doi.org/10.1080/10824660802715403
  • Block, C. C. (2003). Teaching comprehension: The comprehension process approach. Allyn &Bacon.
  • Bloom, B. F. (2012). İnsan nitelikleri ve okulda öğrenme. (D. A. Özçelik, Çev.). Pegem Akademi
  • Davis, F. B. (1944). Fundamental factors of comprehension in reading. Psychometrica, 9(3), 185-197. https://doi.org/10.1007/BF02288722
  • Fletcher, J. M. (2006). Measuring reading comprehension. Scientific studies of reading, 10(3), 323-330. https://doi.org/10.1207/s1532799xssr1003_7
  • Glaser, M. J. (1973). The effect of the placement of detail and inference questions on second-graders’ comprehension. The University of Arizona.
  • Hoffman, J. V., Sailors, M., Duffy, G. R., & Beretvas, S. N. (2004). The effective elementary classroom literacy environment: Examining the validity of the TEX- IN3 observation system. Journal of Literacy Research, 36(3), 303-334. https://doi.org/10.1207/s15548430jlr3603_3
  • IEA (2003). PIRLS 2001 International report. International Study Center, Lynch School of Education, Boston College.
  • IEA (2009). PIRLS 2011 assessment framework. TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College.
  • IEA (2019). PIRLS 2021 assessment framework. TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College.
  • Knowles, S. (2022). Assessing reading: How assessment can be used to target teaching and enhance understanding of reading comprehension. Australian Council for Educational Research. https://doi.org/10.37517/978-1-74286-685-7-7
  • Kula- Kartal, S. (2022). Classroom assessment: The psychological and theoretical foundations of the formative assessment. International Journal of Assessment Tools in Education, 9, 19-27. https://doi.org/10.21449/ijate.1127958
  • Kutlu, Ö. (2004). Türkiye’de demokrasi anlayışının gelişmesini sağlayacak bir yol: Okuduğunu anlama becerilerinin geliştirilmesi. Uluslararası Demokrasi Eğitimi Sempozyumu’nda sunulan bildiri, Onsekiz Mart Üniversitesi, Çanakkale.
  • Leu, D. J., Forzani, E., Rhoads, C., Maykel, C., Kennedy, C., & Timbrell, N. (2014). The new literacies of online research and comprehension: Rethinking the reading achievement gap. Reading Research Quarterly, 50(1), 37–59. https://doi.org/10.1002/rrq.85
  • Linse, C. T. (2005). Practical English language teaching: Young learners. McGraw Hill Companies, Inc.
  • Maring, G. H. (1978). Freire, Gray, and Robinson on reading. Journal of Reading, 21(5), 421-425.
  • Massey, D. D. (2009). Self-regulated comprehension. S. E. Israel & G. G. Duffy (Ed.), In Handbook of research on reading comprehension (pp. 389-401). Taylor & Francis
  • MEB (2009). İlköğretim Türkçe dersi öğretim programı ve kılavuzu (1-5. sınıflar). Erişim Adresi: http://ttkb.meb.gov.tr/program2.aspx.
  • Mete, G. (2012). İlköğretim 8. sınıf öğrencilerinin okuma alışkanlığı üzerine bir araştırma: Malatya il örneği. Dil ve Edebiyat Eğitimi Dergisi, 1(1), 43-66.
  • Milli Eğitim Bakanlığı (2019). Akademik becerilerin izlenmesi ve değerlendirilmesi 4. sınıflar raporu. Ankara.
  • Milli Eğitim Bakanlığı (2019). Akademik becerilerin izlenmesi ve değerlendirilmesi 8. sınıflar raporu. Ankara.
  • Mullis, I. V. S., Martin, M. O., Kennedy, A.M., & Foy, P. (2007). PIRLS 2006 international report. International Study Center, Lynch School of Education, Boston College.
  • National Assessment Governing Board (1992). Reading framework for the 1992 national assessment of educational progress. U.S. Department of Education.
  • National Assessment Governing Board (2006). Reading framework for the 2007 national assessment of educational progress. U.S. Department of Education.
  • National Assessment Governing Board (2008). Reading framework for the 2009 national assessment of educational progress. U.S. Department of Education.
  • National Assessment Governing Board (2021). Reading framework for the 2026 national assessment of educational progress. U.S. Department of Education. U.S. Department of Education.
  • National Assessment Governing Board (2022). Reading assessment framework for the 2022 and 2024 national assessment of educational progress. U.S. Department of Education.
  • Nunan, D. (1998). Second language teaching and learning. Heinle and Heinle.
  • OECD (1999). Measuring students’ knowledge and skills: A new framework for assessment. OECD Publications.
  • OECD (2003). The PISA 2003 assessment framework. PISA, OECD Publishing.
  • OECD (2009). PISA 2009 assessment framework. PISA, OECD Publishing.
  • OECD (2019). PISA 2018 assessment and analytical framework. PISA, OECD Publishing.
  • OECD (2023). PISA 2022 assessment and analytical framework. PISA, OECD Publishing. https://doi.org/10.1787/dfe0bf9c-en.
  • Paris, S. G., & Paris, A. H. (2001). Classroom applications of research on self-regulated learning. Educational Psychologist, 36(2), 89-101. https://doi.org/10.1207/S15326985EP3602_4
  • Pearson, P. D. (1985). The comprehension revolution: A twenty-year history of process and practice related to reading comprehension. University of Illinois at Urbana Champaign.
  • Pearson, P. D., & Cervetti, G. N. (2015). Fifty years of reading comprehension theory and practice. P. D. Pearson & E. H. Hiebert (Ed.), In Research-based practices for common core literacy (pp. 1-24). New York: Teachers College Press.
  • Pearson, P. D., & Hamm, D. N. (2005). The assessment of reading comprehension: A review of practices: past, present, and future. S. G. Paris & S. A. Stahl (Ed.), In Children’s reading comprehension and assessment (pp. 13-69). Mahwah NJ: Lawrence Erlbaum Associates.
  • Samuels, S. J., & Wu, Y. (2003). The effects of immediate feedback on reading achievement. Erişim adresi:http://www.epsteineducation.com/home/articles/file/research/immediate_feedback.pdf
  • Shanahan, T., Callison, K., Carriere, C., Duke, N. K., Pearson, P. D., Schatschneider, C., & Torgersen, J. (2010). Improving reading comprehension in kindergarten through 3rd grade. National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
  • Taylor, B. M., Pearson, P. D., Clark, K., & Walpole, S. (2000). Effective schools and accomplished teachers: Lessons about primary-grade reading instruction in low- income schools. The Elementary School Journal, 101(2), 121-165. https://doi.org/10.1086/499662
  • Thorndike, E. L. (1917). Reading as reasoning: A study of mistakes in paragraph reading. Journal of Educational Psychology, 8, 323–332. https://doi.org/10.2307/746938
  • Vilenius-Tuohimaa, P. M., Aunola, K., & Nurmi, J. E. (2008). The association between mathematical word problems and reading comprehension. Educational Psychology, 28(4), 409-426. https://doi.org/10.1080/01443410701708228
  • Wharton-McDonald, R. & Swiger, S. (2009). Developing higher order comprehension in the middle grades. S. E. Israel & G. G. Duffy (Ed.), In Handbook of research on reading comprehension (pp. 510-531). Taylor & Francis.
  • Yıldırım, A., & Simsek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayınevi.
  • Yıldırım, Ö., Kula-Kartal, S., Kutlu, Ö., Çiçekdemir, İ., Akduman, D., Ergun, A., Hocek, D., & Karcılı, I. (2024). Geribildirim ve öz-değerlendirmenin öğrencilerin okuduğunu anlama başarısına etkisi. Kocaeli Üniversitesi Eğitim Dergisi, 7(1), 143-170. https://doi.org/10.33400/kuje.1342894
  • Yılmaz, M. (2008). İlköğretim 4. sınıf öğrencilerinin okuduğunu anlama seviyeleri ile Türkçe, matematik, sosyal bilgiler ve fen ve teknoloji derslerindeki başarıları arasındaki ilişkinin belirlenmesi. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi, 29, 9-13.

Okuduğu Anlama için Tanımlanmış Bilişsel Düzeyler Nelerdir? Geniş Ölçekli Ölçme Uygulamalarının Okuduğunu Anlama Çerçevelerine Dayalı Bir İnceleme

Yıl 2024, Cilt: 12 Sayı: 4, 958 - 970, 31.10.2024

Seval Kula Kartal

https://doi.org/10.16916/aded.1524131

Öz

Bu araştırmanın amacı uluslararası okuduğunu anlama çerçevelerinin öğretmenler ve öğrenciler tarafından öğrenme, öğretim, ölçme ve geribildirim süreçlerinde kullanılabilecek açık ve özet bir sentezini ortaya koymaktır. Bu amaç doğrultusunda National Assessment of Educational Progress [NAEP], Programme for International Student Assessment [PISA], Progress in International Reading Literacy Study [PIRLS]) okuduğunu anlama çerçevelerine göre okuduğunu anlamanın tanımları ve tanımlarda yıllar içinde gerçekleşen değişimler incelenmiştir. İnceleme sonucunda çerçevelerde açıkça ifade edilmiş bilgileri hatırlama, yorumlama ve bütünleştirme ile yansıtma ve değerlendirme bilişsel düzeylerinin ortak biçimde yer aldığı bulunmuştur. Bu üç düzey tüm çerçevelerde en baştan beri varlığını sürdürmektedir. Bu bulgu öğretmenlerin sınıf içinde öğrencileri okudukları metinlerde bu üç bilişsel düzeyde düşünmelerini sağlayacak çeşitlikte soru ve görevler kullanmaları gerektiğine işaret etmektedir. Ayrıca, çerçevelerde yapılan güncellemelerde okuduğunu anlamanın tanımında meydana gelen önemli iki değişikliğin olduğu görülmüştür. Bunlardan biri okunanlardan anlaşılan bilgilerin bir problemi çözmek, bir yazı ya da konuşma gibi ürün oluşturmak gibi amaçlarla kullanılması ve uygulanmasına karşılık gelen yeni bir bilişsel düzeyin eklenmesidir. Bir diğeri de dijital ortamlarda sıklıkla birden fazla metne dayalı okumalarda kullanılan okuduğunu anlama becerilerini göz önünde bulunduran güncellemelerin yapılmasıdır. Araştırma kapsamında geniş ölçekli ölçme uygulamalarının okuduğunu anlama çerçeveleri üzerinde yürütülen inceleme okuduğunu anlamanın tanımının ve dolayısıyla ölçülmesinde kullanılan görev ve soruların yıllar içinde değişim gösterdiğini ortaya koymuştur.

Anahtar Kelimeler

Okuduğunu anlama becerileri okuduğunu anlamanın ölçülmesi okuduğunu anlama çerçeveleri

Kaynakça

  • Alonzo, J., Basaraba, D., Tindal, G., & Carriveau, R. S. (2009). They read, but how well do they understand? An empirical look at the nuances of measuring reading comprehension. Assessment for Effective Intervention, 35(1), 34-44. https://doi.org/10.1177/1534508408330082
  • Ametlle, A. C., & Müller-Jerina, A. (2004). Public library reading programs for preschoolers. Bertelsmann Stiftung Publishing.
  • Aslanoğlu, A. E., & Kutlu, Ö. (2015). Factors related to the reading comprehension skills of 4th grade students according to data of PIRLS 2001. Journal of Educational Sciences Research, 5(2), 1-18. https://doi.org/10.12973/jesr.2015.52.1
  • Bayat, N., Şekercioğlu, G. ve Bakır, S. (2014). Okuduğunu anlama ve fen başarısı arasındaki ilişkinin belirlenmesi. Eğitim ve Bilim, 39(176), 457-466. http://dx.doi.org/10.15390/EB.2014.3693
  • Bitter, C., O’Day, J., Gubbins, P., & Socias, M. (2009). What works to improve student literacy achievement? An examination of instructional practices in a balanced literacy approach. Journal of Education for Students Placed at Risk, 14, 17-44. https://doi.org/10.1080/10824660802715403
  • Block, C. C. (2003). Teaching comprehension: The comprehension process approach. Allyn &Bacon.
  • Bloom, B. F. (2012). İnsan nitelikleri ve okulda öğrenme. (D. A. Özçelik, Çev.). Pegem Akademi
  • Davis, F. B. (1944). Fundamental factors of comprehension in reading. Psychometrica, 9(3), 185-197. https://doi.org/10.1007/BF02288722
  • Fletcher, J. M. (2006). Measuring reading comprehension. Scientific studies of reading, 10(3), 323-330. https://doi.org/10.1207/s1532799xssr1003_7
  • Glaser, M. J. (1973). The effect of the placement of detail and inference questions on second-graders’ comprehension. The University of Arizona.
  • Hoffman, J. V., Sailors, M., Duffy, G. R., & Beretvas, S. N. (2004). The effective elementary classroom literacy environment: Examining the validity of the TEX- IN3 observation system. Journal of Literacy Research, 36(3), 303-334. https://doi.org/10.1207/s15548430jlr3603_3
  • IEA (2003). PIRLS 2001 International report. International Study Center, Lynch School of Education, Boston College.
  • IEA (2009). PIRLS 2011 assessment framework. TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College.
  • IEA (2019). PIRLS 2021 assessment framework. TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College.
  • Knowles, S. (2022). Assessing reading: How assessment can be used to target teaching and enhance understanding of reading comprehension. Australian Council for Educational Research. https://doi.org/10.37517/978-1-74286-685-7-7
  • Kula- Kartal, S. (2022). Classroom assessment: The psychological and theoretical foundations of the formative assessment. International Journal of Assessment Tools in Education, 9, 19-27. https://doi.org/10.21449/ijate.1127958
  • Kutlu, Ö. (2004). Türkiye’de demokrasi anlayışının gelişmesini sağlayacak bir yol: Okuduğunu anlama becerilerinin geliştirilmesi. Uluslararası Demokrasi Eğitimi Sempozyumu’nda sunulan bildiri, Onsekiz Mart Üniversitesi, Çanakkale.
  • Leu, D. J., Forzani, E., Rhoads, C., Maykel, C., Kennedy, C., & Timbrell, N. (2014). The new literacies of online research and comprehension: Rethinking the reading achievement gap. Reading Research Quarterly, 50(1), 37–59. https://doi.org/10.1002/rrq.85
  • Linse, C. T. (2005). Practical English language teaching: Young learners. McGraw Hill Companies, Inc.
  • Maring, G. H. (1978). Freire, Gray, and Robinson on reading. Journal of Reading, 21(5), 421-425.
  • Massey, D. D. (2009). Self-regulated comprehension. S. E. Israel & G. G. Duffy (Ed.), In Handbook of research on reading comprehension (pp. 389-401). Taylor & Francis
  • MEB (2009). İlköğretim Türkçe dersi öğretim programı ve kılavuzu (1-5. sınıflar). Erişim Adresi: http://ttkb.meb.gov.tr/program2.aspx.
  • Mete, G. (2012). İlköğretim 8. sınıf öğrencilerinin okuma alışkanlığı üzerine bir araştırma: Malatya il örneği. Dil ve Edebiyat Eğitimi Dergisi, 1(1), 43-66.
  • Milli Eğitim Bakanlığı (2019). Akademik becerilerin izlenmesi ve değerlendirilmesi 4. sınıflar raporu. Ankara.
  • Milli Eğitim Bakanlığı (2019). Akademik becerilerin izlenmesi ve değerlendirilmesi 8. sınıflar raporu. Ankara.
  • Mullis, I. V. S., Martin, M. O., Kennedy, A.M., & Foy, P. (2007). PIRLS 2006 international report. International Study Center, Lynch School of Education, Boston College.
  • National Assessment Governing Board (1992). Reading framework for the 1992 national assessment of educational progress. U.S. Department of Education.
  • National Assessment Governing Board (2006). Reading framework for the 2007 national assessment of educational progress. U.S. Department of Education.
  • National Assessment Governing Board (2008). Reading framework for the 2009 national assessment of educational progress. U.S. Department of Education.
  • National Assessment Governing Board (2021). Reading framework for the 2026 national assessment of educational progress. U.S. Department of Education. U.S. Department of Education.
  • National Assessment Governing Board (2022). Reading assessment framework for the 2022 and 2024 national assessment of educational progress. U.S. Department of Education.
  • Nunan, D. (1998). Second language teaching and learning. Heinle and Heinle.
  • OECD (1999). Measuring students’ knowledge and skills: A new framework for assessment. OECD Publications.
  • OECD (2003). The PISA 2003 assessment framework. PISA, OECD Publishing.
  • OECD (2009). PISA 2009 assessment framework. PISA, OECD Publishing.
  • OECD (2019). PISA 2018 assessment and analytical framework. PISA, OECD Publishing.
  • OECD (2023). PISA 2022 assessment and analytical framework. PISA, OECD Publishing. https://doi.org/10.1787/dfe0bf9c-en.
  • Paris, S. G., & Paris, A. H. (2001). Classroom applications of research on self-regulated learning. Educational Psychologist, 36(2), 89-101. https://doi.org/10.1207/S15326985EP3602_4
  • Pearson, P. D. (1985). The comprehension revolution: A twenty-year history of process and practice related to reading comprehension. University of Illinois at Urbana Champaign.
  • Pearson, P. D., & Cervetti, G. N. (2015). Fifty years of reading comprehension theory and practice. P. D. Pearson & E. H. Hiebert (Ed.), In Research-based practices for common core literacy (pp. 1-24). New York: Teachers College Press.
  • Pearson, P. D., & Hamm, D. N. (2005). The assessment of reading comprehension: A review of practices: past, present, and future. S. G. Paris & S. A. Stahl (Ed.), In Children’s reading comprehension and assessment (pp. 13-69). Mahwah NJ: Lawrence Erlbaum Associates.
  • Samuels, S. J., & Wu, Y. (2003). The effects of immediate feedback on reading achievement. Erişim adresi:http://www.epsteineducation.com/home/articles/file/research/immediate_feedback.pdf
  • Shanahan, T., Callison, K., Carriere, C., Duke, N. K., Pearson, P. D., Schatschneider, C., & Torgersen, J. (2010). Improving reading comprehension in kindergarten through 3rd grade. National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
  • Taylor, B. M., Pearson, P. D., Clark, K., & Walpole, S. (2000). Effective schools and accomplished teachers: Lessons about primary-grade reading instruction in low- income schools. The Elementary School Journal, 101(2), 121-165. https://doi.org/10.1086/499662
  • Thorndike, E. L. (1917). Reading as reasoning: A study of mistakes in paragraph reading. Journal of Educational Psychology, 8, 323–332. https://doi.org/10.2307/746938
  • Vilenius-Tuohimaa, P. M., Aunola, K., & Nurmi, J. E. (2008). The association between mathematical word problems and reading comprehension. Educational Psychology, 28(4), 409-426. https://doi.org/10.1080/01443410701708228
  • Wharton-McDonald, R. & Swiger, S. (2009). Developing higher order comprehension in the middle grades. S. E. Israel & G. G. Duffy (Ed.), In Handbook of research on reading comprehension (pp. 510-531). Taylor & Francis.
  • Yıldırım, A., & Simsek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayınevi.
  • Yıldırım, Ö., Kula-Kartal, S., Kutlu, Ö., Çiçekdemir, İ., Akduman, D., Ergun, A., Hocek, D., & Karcılı, I. (2024). Geribildirim ve öz-değerlendirmenin öğrencilerin okuduğunu anlama başarısına etkisi. Kocaeli Üniversitesi Eğitim Dergisi, 7(1), 143-170. https://doi.org/10.33400/kuje.1342894
  • Yılmaz, M. (2008). İlköğretim 4. sınıf öğrencilerinin okuduğunu anlama seviyeleri ile Türkçe, matematik, sosyal bilgiler ve fen ve teknoloji derslerindeki başarıları arasındaki ilişkinin belirlenmesi. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi, 29, 9-13.
Toplam 50 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Türkçe Eğitimi
Bölüm Makaleler
Yazarlar

Seval Kula Kartal 0000-0002-3018-6972

Erken Görünüm Tarihi 30 Ekim 2024
Yayımlanma Tarihi 31 Ekim 2024
Gönderilme Tarihi 29 Temmuz 2024
Kabul Tarihi 19 Ekim 2024
Yayımlandığı Sayı Yıl 2024 Cilt: 12 Sayı: 4

Kaynak Göster

APA Kula Kartal, S. (2024). Okuduğu Anlama için Tanımlanmış Bilişsel Düzeyler Nelerdir? Geniş Ölçekli Ölçme Uygulamalarının Okuduğunu Anlama Çerçevelerine Dayalı Bir İnceleme. Ana Dili Eğitimi Dergisi, 12(4), 958-970. https://doi.org/10.16916/aded.1524131

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