Redirecting to http://dergipark.org.tr/_fragment?_hash=J5xMRWV8AuNfnNKpNJTEEcJfDf1hNw1xdO8cfqSGEp0&_path=id%3D1654730%26_format%3Dhtml%26_locale%3Dtr%26_controller%3DApp%255CController%255CSite%255CArticleController%253A%253AesiArticleStats.
Araştırma Makalesi
BibTex RIS Kaynak Göster

The Impact of Self-management Strategies on the Reading Comprehension Skills of Students with Specific Learning Disabilities

Yıl 2025, Cilt: 13 Sayı: 3, 760 - 785, 24.07.2025

Serap Avcı , Özlem İlker

https://doi.org/10.16916/aded.1654730

Öz

This study examines the impact of self-management strategies on both the reading comprehension skills and self-efficacy perceptions of students with specific learning disabilities (SLD). The study was conducted using an inter-participant multiple probe design across subjects with three students diagnosed with SLD who were enrolled in primary school. The dependent variable was reading comprehension skills; the independent variable was self-management strategy instruction. Data were collected through SOBAT-II, the Reading Comprehension Self-efficacy Scale, Self-Management Strategies Criterion-Referenced Checklist, and social validity forms. Graphical and descriptive analyses were used. Findings indicated that self-management strategies effectively improved students’ reading comprehension skills and that students maintained use of these strategies at 1, 3, and 5 weeks post-instruction. Self-efficacy perceptions also increased significantly. Social validity findings indicated that both students and teachers found the strategies beneficial and applicable. This study underscores the value of self-management strategies in reading interventions for students with SLD and offers practical implications for implementation in educational contexts.

Anahtar Kelimeler

Specific learning disabilities reading comprehension self-management strategies perception of self-efficacy in reading comprehension

Kaynakça

  • Ahmadi, S., Sheykholeslami, A. and Nokhostin Goldoost, A. (2024). Comparing the effectiveness of training of self-expression skills and self-monitoring strategies on academic self-efficacy in students with learning disability. Journal of Learning Disabilities, 13(2), 6 17. https://doi.org/10.22098/jld.2024.14482.2147
  • Akyol, H. (2003). Türkçe ilkokuma yazma öğretimi. Ankara: Pegem Akademi Yayıncılık.
  • Amerikan Psikiyatri Birliği. (2014). Ruhsal bozuklukların tanısal ve sayımsal el kitabı (DSM-5), Tanı ölçütleri el kitabı. (E. Köroğlu, Çev.). Ankara: Hekimler Yayın Birliği.
  • Antoniou, F. and Souvignier, E. (2007). Strategy instruction in reading comprehension: An intervention study for students with learning disabilities. Learning Disabilities: A Contemporary Journal, 5(1), 41-57.
  • Ateş, M. (2008). İlköğretim ikinci kademe öğrencilerinin okuduğunu anlama düzeyleri ile Türkçe dersine karşı tutumları ve akademik başarıları arasındaki ilişki (Yayımlanmamış doktora tezi). Konya Selçuk Üniversitesi Sosyal Bilimler Enstitüsü, Konya.
  • Ateşman, E. (1997). Türkçede okunabilirliğin ölçülmesi. Dil Dergisi, 58, 71-74.
  • Baker, L. and Beall, L. C. (2014). Metacognitive strategies in reading comprehension. In P. Afflerbach (Ed.), Handbook of individual differences in reading (pp. 157–172). United Kingdom: Routledge.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New Orleans: Freeman.
  • Berkeley, S. (2007). Reading comprehension instruction for students with learning disabilities. International Perspectives, 20, 79-99. https://10.1016/S0735-004X(07)20004-7
  • Blick, D. W. and Test, D. W. (1987). Effects of self-recording on high-school students' on-task behavior. Learning Disability Quarterly, 10(3), 203-213. https://doi.org/10.2307/1510493
  • Bransford, J. D. ve Johnson, M. K. (1972). Contextual prerequisites for understanding: Some investigations of comprehension and recall. Journal of Verbal Learning and Verbal Behavior, 11(6), 717-726. https://doi.org/10.1016/S0022-5371(72)80006-9
  • Cain, K. and Oakhill, J. (2006). Profiles of children with specific reading comprehension difficulties. British Journal of Educational Psychology, 76(4), 683-696. https://doi.org/10.1348/000709905X67610
  • Cavalier, A. R., Ferretti, R. P. and Hodges, A. E. (1997). Self-management within a classroom token economy for students with learning disabilities. Research in Developmental Disabilities, 18(3), 167-178. https://doi.org/10.1016/S0891-4222(96)00045-5
  • Ceylan, M. (2024). Öğrenme güçlüğü olan öğrencilerin dinlediğini ve okuduğunu anlama becerilerinin incelenmesi. Ana Dili Eğitimi Dergisi, 12(1), 25-38. https://doi.org/10.16916/aded.1327101
  • Conway, K. S. (2017). Exploring reading self-efficacy among students with learning disabilities. Journal of Learning Disabilities, 50(2), 201–213. https://doi.org/10.1177/0022219415618494
  • Dalton, T., Martella, R. C. and Marchand-Martella, N. E. (1999). The effects of a self-management program in reducing off-task behavior. Journal of Behavioral Education, 9, 157-176. https://doi.org/10.1023/A:1022183430622
  • Dhiabat, M. and Tawalbeh, E. J. (2019). The effect of reinforcement on the teaching of reading to children with learning disabilities: Literatures review. Health Science Journal, 13(2), 1-3. https://10.21767/1791-809X.1000639
  • Dickerson, K. and Creedon, C. (1981). Self selection of standards by children. Journal of Applied Behavior Analysis, 14, 425-433. https://10.1901/jaba.1981.14-425
  • Epçaçan, C. ve Demirel, Ö. (2011). Okuduğunu anlama özyeterlik algısı ölçeğinin geçerlik ve güvenirlik çalışması. Uluslararası Sosyal Araştırmalar Dergisi, 4(16), 120-128.
  • Feeney, D. M. (2022). Positive self-talk: An emerging learning strategy for students with learning disabilities. Intervention in School and Clinic, 57(3), 189-193. https://doi.org/10.1177/105345122110148
  • Fırat, E. (2017). Öğrenme güçlüğü olan öğrencilere üstbilişsel stratejiler öğretiminin okuduğunu anlama becerisine etkisi (Yayımlanmamış yüksek lisans tezi). Anadolu Üniversitesi, Eskişehir.
  • Francisco, J. M. and Madrazo, K. D. (2019). Reading comprehension and daily functioning: A developmental approach. Educational Psychology Review, 31(4), 865–883. https://doi.org/10.1007/s10648-019-09470-7
  • Fyson, R. (2009). Independence and learning disabilities: why we must also recognize vulnerability. The Journal of Adult Protection, 11(3), 18-25. https://doi.org/10.1108/14668203200900018
  • Gajria, M. and Salvia, J. (1992). The effects of summarization instruction on text comprehension of students with learning disabilities. Exceptional Children, 58(6), 508-516. https://doi.org/10.1177/001440299205800605
  • Gast, D. L. and Ledford, J. R. (2014). Single case research methodology: Applications in special education and behavioral sciences (2nd ed.). United Kingdom: Routledge.
  • Gersten, R., Fuchs, L. S., Williams, J. P. and Baker, S. (2001). Teaching reading comprehension strategies to students with learning disabilities: A review of research. Review of Educational Research, 71(2), 279–320. https://doi.org/10.3102/00346543071002279
  • Graves, A. W. ve Levin, J. R. (1989). Comparison if monitoring and mnemonic text-processing strategies in learning disabled students. Learning Disability Quarterly, 12(3), 232-236. https://doi.org/10.2307/151069
  • Gumpel, T.P. ve Golan, H. ( 2000). Teaching game-playing social skills using a self-monitoring treatment package. Psychology in the Schools, 37(3), 253-261. https://10.1002/(SICI)1520-6807(200005)37:33.3.CO;2-9
  • Görgün, B. ve Melekoğlu, M. A. (2019). Özel öğrenme güçlüğü olan öğrencilerin akıcı okuma ve okuduğunu anlama becerilerini geliştirmeye yönelik bir okuma destek programının geliştirilmesi. İlköğretim Online, 18(2), 698-713. https://doi.org/10.17051/ilkonline.2019.562034
  • Grünke, M., Barwasser, A., Bräuer, N. and Connelly, V. (2023). The effects of immediate feedback, goal setting and positive reinforcement on the reading performance of a fifth grader with learning difficulties. Insights into Learning Disabilities, 20(1), 65-74.
  • Hampton, N. Z. and Mason, E. (2003). Learning disabilities, gender, sources of efficacy, self-efficacy beliefs, and academic achievement in high school students. Journal of School Psychology, 41(2), 101-112. https://doi.org/10.1016/S0022-4405(03)00028-1
  • Hampshire, P., Butera, G. and Bellini, S. (2016). Promoting student independence through self-management strategies. Intervention in School and Clinic, 52(1), 5–12. https://doi.org/10.1177/1053451216636065
  • Hughes, C. A., Therrien, W. J. and Lee, D. L. (2004). Efficacy of behavioral self-management techniques with adolescents with learning disabilities and behavior disorders. In Research in Secondary Schools (pp. 1-28). Leeds: Emerald Group Publishing Limited.
  • İlker, Ö. ve Melekoğlu, M. A. (2017). İlköğretim döneminde özel öğrenme güçlüğü olan öğrencilerin yazma becerilerine ilişkin çalışmaların incelenmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 18(3), 443-469. https://10.21565/ozelegitimdergisi.318602
  • Jitendra, A. K., Hoppes, M. K. and Xin, Y. P. (2000). Enhancing main idea comprehension for students with learning problems: The role of a summarization strategy and self-monitoring instruction. The Journal of Special Education, 34(3), 127-139. https://doi.org/10.1177/002246690003400302
  • Kahveci, G. (2019). Üç farklı tekrarlı okuma stratejisinin dikkat eksikliği ve hiperaktivitesi olan bir öğrenci üzerindeki etkililiği. Folklor/Edebiyat Dergisi, 25(97), 611–638. https://doi.org/10.22559/folklor.971
  • Khodabandehlou, M., Jahandar, S., Seyedi, G. and Abadi, R. M. D. (2012). The impact of self-directed learning strategies on reading comprehension. International Journal of Scientific ve Engineering Research, 3(7), 1-9.
  • Kırcaali-İftar, G. ve Tekin, E. (1997). Tek denekli araştırma yöntemleri. Ankara: Türk Psikologlar Derneği Yayınları.
  • Kızgın, A. ve Baştuğ, M. (2020). Predicting level of reading motivation and reading comprehension skill on acadeic success. Dil Eğitimi ve Araştırmaları Dergisi, 6(2), 301-612. https://10.31464/jlere.767022
  • Kuşdemir, Y. ve Güneş, F. (2014). Doğrudan öğretim modelinin okuduğunu anlama becerilerine etkisi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 32, 86-113.
  • Lagomarcino, T. R., Hughes, C. and Rusch, F. R. (1989). Utilizing self-management to teach independence on the job. Education & Training in Mental Retardation, 24(2), 139–148.
  • Lloyd, J. W., Hallahan, D. P., Kosiewicz, M. M. and Kneedler, R. D. (1982). Reactive effects of self-assessment and self-recording on attention to task and academic productivity. Learning Disability Quarterly, 5(3), 216-227. https://doi.org/10.2307/1510289
  • Lovitt, T. C. (1973). Teaching through self-instruction. Indıana: Merrill.
  • Lyon, G. R. (1996). Learning disabilities. The Future of Children, 6, 54-76. https://10.2307/1602494
  • McCurdy, B. L. and Shapiro, E. S. (1992). A comparison od teacher-, peer-, and self-mnitoring with curriculum-based measrument in reading among srudents with learning disabilities. The Journal of Special Education, 26(2), 162-180, https://10.1177/0022466992026002
  • McLaughlin, T. F. (1983). Effects of self-recording for on-task and academic responding: A long term analysis. Journal of Special Education Technology, 6(3), 5-12. https://doi.org/10.1177/016264348300600302
  • Melekoğlu, M. A., Erden, G.ve Çakıroğlu, O. (2021). Sesli okuma becerisi ve okuduğunu anlama testi-II (SOBAT-II), Uygulayıcı el kitabı. Ankara: Vize Akademik.
  • Meneghetti, C., Carretti, B. and De Beni, R. (2006). Components of reading comprehension and scholastic achievement: An empirical study. Learning and Individual Differences, 16(4), 291–301. https://doi.org/10.1016/j.lindif.2006.10.001
  • MEB (Milli Eğitim Bakanlığı). (2006). Özel eğitim hizmetleri yönetmeliği, 31.05.2006 tarih ve 26184 sayılı Resmî Gazete.
  • Naseri, M. and Zaferanieh, E. (2012). The relationship between reading self-efficacy, beliefs, reading strategy use and reading comprehension level of Iranian EFL learners. World Journal of Education, 2(2), 64-75. https://10.5430/wje.v2n2p64
  • Parker, R. I. And Vannest, K. (2009). An improved effect size for single-case research: Nonoverlap of all pairs. Behavior Therapy, 40(4), 357-367. https://10.1016/j.beth.2008.10.006
  • Parker, R. I. Vannest, K. J., Davis, J. L. and Sauber, S. B. (2011). Combining nonoverlap and trend for single-case research: Tau-U. Behavior Therapy, 42(2), 284-299. https://10.1016/j.beth.2010.08.006
  • Pürsün, T. ve Sarı, H. (2020). Özel öğrenme güçlüğü olan öğrencilerin okuduğunu anlama becerilerine ilişkin çalışmaların incelenmesi. Turkish Special Education Journal: International, 2(1), 37-60.
  • Razon, N. (1982). Okuma güçlükleri. Eğitim ve Bilim, 7(39), 19-29. https://10.15390/ES.1982.2320
  • Reiff, H. B. and de Fur, S. (1992). Transition for youths with learning disabilities: A focus on developing independence. Learning Disability Quarterly, 15(4), 237-249. https://doi.org/10.2307/1511316
  • Rooney, K., Polloway, E. A. and Hallahan, D. P. (1985). The use of self-monitoring procedures with low IQ learning disabled students. Journal of Learning Disabilities, 18(7), 384-389. https://10.1177/002221948501800703
  • Sayar, K. (2020). Genel eğitim ortamlarında özel gereksinimi olan öğrencilerin dersle ilgilenme davranışı üzerinde kendini izleme stratejisinin etkililiği (Yüksek lisans tezi). Eskişehir Osmangazi Üniversitesi Eğitim Bilimleri Enstitüsü, Eskişehir.
  • Schunk, D. H. (1989). Self-efficacy and cognitive achievement: Implications for students with learning problems. Journal of Learning Disabilities, 22(1), 14-22. https://10.1177/002221948902200103
  • Sert, B. (2019). Kendini yönetme stratejilerinin öğrenme güçlüğü olan öğrencilerin okuduğunu anlama becerisine etkisi (Yayımlanmamış yüksek lisans tezi). Gazi Üniversitesi, Ankara.
  • Seyed, S., Salmani, M., Motahari Nezhad, F. and Noruzi, R. (2017). Self efficacy, achievement motivation, and academic progress of students with learning disabilities: A comparison with typical students. Middle East Journal of Rehabilitation and Health Studies, 4(2), e44558. https://doi.org/10.5812/mejrh.44558
  • Sideridis, G. D. (2009). Motivation and learning disabilities: Past, present, and future. In Handbook of motivation at school (pp. 619-640). United Kingdom: Routledge.
  • Snider, V. E. (1989). Reading comprehension performance of adolescents withlearning disabilities. Learning Disability Quarterly, 12(2), 87-96. https://doi.org/10.2307/1510724
  • Solheim, O. J. (2011). The impact of reading self-efficacy and task value on reading comprehension scores in different item formats. Reading Psyhology, 32(1), 1-27. https://doi.org/10.1080/02702710903256601
  • Swanson, H. L. (2008). Intervention research for students with learning disabilities: A meta-analysis of treatment outcomes. Journal of Learning Disabilities, 41(2), 158–173. https://doi.org/10.1177/0022219407313572
  • Tekin-İftar, E., Kırcaali-İftar, G., ve Kurt, O., ve Erbaş, D. (2023). Eğitim ve davranış bilimlerinde tek denekli araştırmalar. Ankara: Anı Yayıncılık.
  • Uçar-Rasmussen, M. ve Cora-İnce, N. (2017). Özel öğrenme güçlüğü olan bireylere üstbilişsel okuduğunu anlama stratejilerinin öğretiminde sesli düşünme yönteminin etkililiği. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 17(4), 2180-2201. https://doi.org/10.17240/aibuefd.2017.17.32772-364006
  • Urul, Ü. ve Yılmaz, M. (2022). Eşli okuma yönteminin okuma güçlüğünü gidermedeki önemi. Social Mentality and Researcher Thinkers Journal, 61(61), 1231-1240. https://10.29228/smryj.63573
  • U.S. Department of Education. (2018). The condition of education 2018 (NCES 2018-144). National Center for Education Statistics. https://nces.ed.gov/pubs2018/2018144.pdf
  • Vellutino, F. R., Fletcher, J. M., Snowling, M. J. and Scanlon, D. M. (2004). Specific reading disability (dyslexia): What have we learned in the past four decades?. Journal of Child Psychology and Psychiatry, 45(1), 2-40. https://10.1046/j.0021-9630.2003.00305.x
  • Wang, Y., & Gafurov, B. (2003). The cognitive process of comprehension. International Journal of Cognitive Informatics and Natural Intelligence, 4(3), 93-97. https://10.1109/COGINF.2003.1225963
  • Wanzek, J., Vaughn, S., Roberts, G. and Fletcher, J. M. (2011). Efficacy of reading interventions for older students with learning disabilities: A meta-analysis. Exceptional Children, 78(2), 275–293. https://doi.org/10.1177/001440291107800207
  • Webber, J., Scheuermann, B., McCall, C. and Coleman, M. (1993). Research on self-monitoring as a behavior management technique in special education classrooms: A descriptive review. Remedial and Special Education, 14(2), 38-56. https://doi.org/10.1177/074193259301400206
  • Wolfe, L. H., Heron, T. E. and Goddard, Y. L. (2000). Effects of self-monitoring on the on-task behavior and written language performance of elementary students with learning disabilities. Journal of Behavioral Education, 10, 49-73. https://doi.org/10.1023/A:1016695806663
  • Wong, B. Y. L. and Jones, W. (1982). Increasing metacomprehension in learning disabled and normally achieving students through self-questioning training. Learning Disability Quarterly, 5(3), 228-240. https://10.2307/1510290
  • Yıldırım, A. ve Şimşek, H. (2021). Sosyal bilimlerde nitel araştırma yöntemleri. İstanbul: Seçkin Yayıncılık.
  • Yılmaz, E. (2023). Özel öğrenme güçlüğü olan öğrencilerin okuduğunu anlama becerisinin geliştirilmesinde tekrarlı okuma ve görsel anlama programının (TOGAP) etkililiği. YÖK AçıkBilim.
  • Yılmaz, M. and Kadan, Ö. F. (2019). An action research aiming to reveal the effects of paired reading on eliminating reading difficulties. Bartın University Journal of Faculty of Education, 8(1), 231-244. https://doi.org/10.14686/buefad.432501

Kendini Yönetme Stratejilerinin Özel Öğrenme Güçlüğü Olan Öğrencilerin Okuduğunu Anlama Becerilerine Etkisi

Yıl 2025, Cilt: 13 Sayı: 3, 760 - 785, 24.07.2025

Serap Avcı , Özlem İlker

https://doi.org/10.16916/aded.1654730

Öz

Araştırmanın amacı, özel öğrenme güçlüğü (ÖÖG) tanısı almış öğrencilerde kendini yönetme stratejilerinin, okuduğunu anlama becerileri ve bu beceriye yönelik öz yeterlik algıları üzerindeki etkisini incelemektir. Araştırma, ilkokulda öğrenim gören üç ÖÖG tanılı öğrenciyle katılımcılar arası yoklama evreli çoklu yoklama modeliyle yürütülmüştür. Bağımlı değişken okuduğunu anlama becerisi, bağımsız değişken kendini yönetme stratejileri öğretimidir. Veri toplama araçları olarak SOBAT-II, Okuduğunu Anlama Öz Yeterlik Algısı Ölçeği, Kendini Yönetme Stratejileri Ölçüt Bağımlı Ölçüt Aracı ve sosyal geçerlik formları kullanılmıştır. Veriler, grafiksel analiz ve betimsel analiz teknikleriyle değerlendirilmiştir. Bulgular, kendini yönetme stratejileri öğretiminin öğrencilerin okuduğunu anlama becerilerini geliştirmede etkili olduğunu; öğretimden sonraki 1., 3. ve 5. haftalarda öğrencilerin bu stratejileri kullandıklarını göstermektedir. Ayrıca, öğrencilerin öz yeterlik algılarında anlamlı artışlar gözlemlenmiştir. Sosyal geçerlik bulguları, hem öğrencilerin hem de öğretmenlerin stratejiyi faydalı ve uygulanabilir bulduklarını ortaya koymuştur. Araştırma, ÖÖG olan öğrencilere yönelik okuma müdahalelerinde kendini yönetme stratejilerinin kullanılmasının önemine dikkat çekmekte ve bu stratejilerin öğretmenler tarafından uygulanabilirliği üzerine öneriler sunmaktadır.

Anahtar Kelimeler

Özel öğrenme güçlüğü okuduğunu anlama kendini yönetme stratejileri okuduğunu anlama öz yeterlik algısı

Kaynakça

  • Ahmadi, S., Sheykholeslami, A. and Nokhostin Goldoost, A. (2024). Comparing the effectiveness of training of self-expression skills and self-monitoring strategies on academic self-efficacy in students with learning disability. Journal of Learning Disabilities, 13(2), 6 17. https://doi.org/10.22098/jld.2024.14482.2147
  • Akyol, H. (2003). Türkçe ilkokuma yazma öğretimi. Ankara: Pegem Akademi Yayıncılık.
  • Amerikan Psikiyatri Birliği. (2014). Ruhsal bozuklukların tanısal ve sayımsal el kitabı (DSM-5), Tanı ölçütleri el kitabı. (E. Köroğlu, Çev.). Ankara: Hekimler Yayın Birliği.
  • Antoniou, F. and Souvignier, E. (2007). Strategy instruction in reading comprehension: An intervention study for students with learning disabilities. Learning Disabilities: A Contemporary Journal, 5(1), 41-57.
  • Ateş, M. (2008). İlköğretim ikinci kademe öğrencilerinin okuduğunu anlama düzeyleri ile Türkçe dersine karşı tutumları ve akademik başarıları arasındaki ilişki (Yayımlanmamış doktora tezi). Konya Selçuk Üniversitesi Sosyal Bilimler Enstitüsü, Konya.
  • Ateşman, E. (1997). Türkçede okunabilirliğin ölçülmesi. Dil Dergisi, 58, 71-74.
  • Baker, L. and Beall, L. C. (2014). Metacognitive strategies in reading comprehension. In P. Afflerbach (Ed.), Handbook of individual differences in reading (pp. 157–172). United Kingdom: Routledge.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New Orleans: Freeman.
  • Berkeley, S. (2007). Reading comprehension instruction for students with learning disabilities. International Perspectives, 20, 79-99. https://10.1016/S0735-004X(07)20004-7
  • Blick, D. W. and Test, D. W. (1987). Effects of self-recording on high-school students' on-task behavior. Learning Disability Quarterly, 10(3), 203-213. https://doi.org/10.2307/1510493
  • Bransford, J. D. ve Johnson, M. K. (1972). Contextual prerequisites for understanding: Some investigations of comprehension and recall. Journal of Verbal Learning and Verbal Behavior, 11(6), 717-726. https://doi.org/10.1016/S0022-5371(72)80006-9
  • Cain, K. and Oakhill, J. (2006). Profiles of children with specific reading comprehension difficulties. British Journal of Educational Psychology, 76(4), 683-696. https://doi.org/10.1348/000709905X67610
  • Cavalier, A. R., Ferretti, R. P. and Hodges, A. E. (1997). Self-management within a classroom token economy for students with learning disabilities. Research in Developmental Disabilities, 18(3), 167-178. https://doi.org/10.1016/S0891-4222(96)00045-5
  • Ceylan, M. (2024). Öğrenme güçlüğü olan öğrencilerin dinlediğini ve okuduğunu anlama becerilerinin incelenmesi. Ana Dili Eğitimi Dergisi, 12(1), 25-38. https://doi.org/10.16916/aded.1327101
  • Conway, K. S. (2017). Exploring reading self-efficacy among students with learning disabilities. Journal of Learning Disabilities, 50(2), 201–213. https://doi.org/10.1177/0022219415618494
  • Dalton, T., Martella, R. C. and Marchand-Martella, N. E. (1999). The effects of a self-management program in reducing off-task behavior. Journal of Behavioral Education, 9, 157-176. https://doi.org/10.1023/A:1022183430622
  • Dhiabat, M. and Tawalbeh, E. J. (2019). The effect of reinforcement on the teaching of reading to children with learning disabilities: Literatures review. Health Science Journal, 13(2), 1-3. https://10.21767/1791-809X.1000639
  • Dickerson, K. and Creedon, C. (1981). Self selection of standards by children. Journal of Applied Behavior Analysis, 14, 425-433. https://10.1901/jaba.1981.14-425
  • Epçaçan, C. ve Demirel, Ö. (2011). Okuduğunu anlama özyeterlik algısı ölçeğinin geçerlik ve güvenirlik çalışması. Uluslararası Sosyal Araştırmalar Dergisi, 4(16), 120-128.
  • Feeney, D. M. (2022). Positive self-talk: An emerging learning strategy for students with learning disabilities. Intervention in School and Clinic, 57(3), 189-193. https://doi.org/10.1177/105345122110148
  • Fırat, E. (2017). Öğrenme güçlüğü olan öğrencilere üstbilişsel stratejiler öğretiminin okuduğunu anlama becerisine etkisi (Yayımlanmamış yüksek lisans tezi). Anadolu Üniversitesi, Eskişehir.
  • Francisco, J. M. and Madrazo, K. D. (2019). Reading comprehension and daily functioning: A developmental approach. Educational Psychology Review, 31(4), 865–883. https://doi.org/10.1007/s10648-019-09470-7
  • Fyson, R. (2009). Independence and learning disabilities: why we must also recognize vulnerability. The Journal of Adult Protection, 11(3), 18-25. https://doi.org/10.1108/14668203200900018
  • Gajria, M. and Salvia, J. (1992). The effects of summarization instruction on text comprehension of students with learning disabilities. Exceptional Children, 58(6), 508-516. https://doi.org/10.1177/001440299205800605
  • Gast, D. L. and Ledford, J. R. (2014). Single case research methodology: Applications in special education and behavioral sciences (2nd ed.). United Kingdom: Routledge.
  • Gersten, R., Fuchs, L. S., Williams, J. P. and Baker, S. (2001). Teaching reading comprehension strategies to students with learning disabilities: A review of research. Review of Educational Research, 71(2), 279–320. https://doi.org/10.3102/00346543071002279
  • Graves, A. W. ve Levin, J. R. (1989). Comparison if monitoring and mnemonic text-processing strategies in learning disabled students. Learning Disability Quarterly, 12(3), 232-236. https://doi.org/10.2307/151069
  • Gumpel, T.P. ve Golan, H. ( 2000). Teaching game-playing social skills using a self-monitoring treatment package. Psychology in the Schools, 37(3), 253-261. https://10.1002/(SICI)1520-6807(200005)37:33.3.CO;2-9
  • Görgün, B. ve Melekoğlu, M. A. (2019). Özel öğrenme güçlüğü olan öğrencilerin akıcı okuma ve okuduğunu anlama becerilerini geliştirmeye yönelik bir okuma destek programının geliştirilmesi. İlköğretim Online, 18(2), 698-713. https://doi.org/10.17051/ilkonline.2019.562034
  • Grünke, M., Barwasser, A., Bräuer, N. and Connelly, V. (2023). The effects of immediate feedback, goal setting and positive reinforcement on the reading performance of a fifth grader with learning difficulties. Insights into Learning Disabilities, 20(1), 65-74.
  • Hampton, N. Z. and Mason, E. (2003). Learning disabilities, gender, sources of efficacy, self-efficacy beliefs, and academic achievement in high school students. Journal of School Psychology, 41(2), 101-112. https://doi.org/10.1016/S0022-4405(03)00028-1
  • Hampshire, P., Butera, G. and Bellini, S. (2016). Promoting student independence through self-management strategies. Intervention in School and Clinic, 52(1), 5–12. https://doi.org/10.1177/1053451216636065
  • Hughes, C. A., Therrien, W. J. and Lee, D. L. (2004). Efficacy of behavioral self-management techniques with adolescents with learning disabilities and behavior disorders. In Research in Secondary Schools (pp. 1-28). Leeds: Emerald Group Publishing Limited.
  • İlker, Ö. ve Melekoğlu, M. A. (2017). İlköğretim döneminde özel öğrenme güçlüğü olan öğrencilerin yazma becerilerine ilişkin çalışmaların incelenmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 18(3), 443-469. https://10.21565/ozelegitimdergisi.318602
  • Jitendra, A. K., Hoppes, M. K. and Xin, Y. P. (2000). Enhancing main idea comprehension for students with learning problems: The role of a summarization strategy and self-monitoring instruction. The Journal of Special Education, 34(3), 127-139. https://doi.org/10.1177/002246690003400302
  • Kahveci, G. (2019). Üç farklı tekrarlı okuma stratejisinin dikkat eksikliği ve hiperaktivitesi olan bir öğrenci üzerindeki etkililiği. Folklor/Edebiyat Dergisi, 25(97), 611–638. https://doi.org/10.22559/folklor.971
  • Khodabandehlou, M., Jahandar, S., Seyedi, G. and Abadi, R. M. D. (2012). The impact of self-directed learning strategies on reading comprehension. International Journal of Scientific ve Engineering Research, 3(7), 1-9.
  • Kırcaali-İftar, G. ve Tekin, E. (1997). Tek denekli araştırma yöntemleri. Ankara: Türk Psikologlar Derneği Yayınları.
  • Kızgın, A. ve Baştuğ, M. (2020). Predicting level of reading motivation and reading comprehension skill on acadeic success. Dil Eğitimi ve Araştırmaları Dergisi, 6(2), 301-612. https://10.31464/jlere.767022
  • Kuşdemir, Y. ve Güneş, F. (2014). Doğrudan öğretim modelinin okuduğunu anlama becerilerine etkisi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 32, 86-113.
  • Lagomarcino, T. R., Hughes, C. and Rusch, F. R. (1989). Utilizing self-management to teach independence on the job. Education & Training in Mental Retardation, 24(2), 139–148.
  • Lloyd, J. W., Hallahan, D. P., Kosiewicz, M. M. and Kneedler, R. D. (1982). Reactive effects of self-assessment and self-recording on attention to task and academic productivity. Learning Disability Quarterly, 5(3), 216-227. https://doi.org/10.2307/1510289
  • Lovitt, T. C. (1973). Teaching through self-instruction. Indıana: Merrill.
  • Lyon, G. R. (1996). Learning disabilities. The Future of Children, 6, 54-76. https://10.2307/1602494
  • McCurdy, B. L. and Shapiro, E. S. (1992). A comparison od teacher-, peer-, and self-mnitoring with curriculum-based measrument in reading among srudents with learning disabilities. The Journal of Special Education, 26(2), 162-180, https://10.1177/0022466992026002
  • McLaughlin, T. F. (1983). Effects of self-recording for on-task and academic responding: A long term analysis. Journal of Special Education Technology, 6(3), 5-12. https://doi.org/10.1177/016264348300600302
  • Melekoğlu, M. A., Erden, G.ve Çakıroğlu, O. (2021). Sesli okuma becerisi ve okuduğunu anlama testi-II (SOBAT-II), Uygulayıcı el kitabı. Ankara: Vize Akademik.
  • Meneghetti, C., Carretti, B. and De Beni, R. (2006). Components of reading comprehension and scholastic achievement: An empirical study. Learning and Individual Differences, 16(4), 291–301. https://doi.org/10.1016/j.lindif.2006.10.001
  • MEB (Milli Eğitim Bakanlığı). (2006). Özel eğitim hizmetleri yönetmeliği, 31.05.2006 tarih ve 26184 sayılı Resmî Gazete.
  • Naseri, M. and Zaferanieh, E. (2012). The relationship between reading self-efficacy, beliefs, reading strategy use and reading comprehension level of Iranian EFL learners. World Journal of Education, 2(2), 64-75. https://10.5430/wje.v2n2p64
  • Parker, R. I. And Vannest, K. (2009). An improved effect size for single-case research: Nonoverlap of all pairs. Behavior Therapy, 40(4), 357-367. https://10.1016/j.beth.2008.10.006
  • Parker, R. I. Vannest, K. J., Davis, J. L. and Sauber, S. B. (2011). Combining nonoverlap and trend for single-case research: Tau-U. Behavior Therapy, 42(2), 284-299. https://10.1016/j.beth.2010.08.006
  • Pürsün, T. ve Sarı, H. (2020). Özel öğrenme güçlüğü olan öğrencilerin okuduğunu anlama becerilerine ilişkin çalışmaların incelenmesi. Turkish Special Education Journal: International, 2(1), 37-60.
  • Razon, N. (1982). Okuma güçlükleri. Eğitim ve Bilim, 7(39), 19-29. https://10.15390/ES.1982.2320
  • Reiff, H. B. and de Fur, S. (1992). Transition for youths with learning disabilities: A focus on developing independence. Learning Disability Quarterly, 15(4), 237-249. https://doi.org/10.2307/1511316
  • Rooney, K., Polloway, E. A. and Hallahan, D. P. (1985). The use of self-monitoring procedures with low IQ learning disabled students. Journal of Learning Disabilities, 18(7), 384-389. https://10.1177/002221948501800703
  • Sayar, K. (2020). Genel eğitim ortamlarında özel gereksinimi olan öğrencilerin dersle ilgilenme davranışı üzerinde kendini izleme stratejisinin etkililiği (Yüksek lisans tezi). Eskişehir Osmangazi Üniversitesi Eğitim Bilimleri Enstitüsü, Eskişehir.
  • Schunk, D. H. (1989). Self-efficacy and cognitive achievement: Implications for students with learning problems. Journal of Learning Disabilities, 22(1), 14-22. https://10.1177/002221948902200103
  • Sert, B. (2019). Kendini yönetme stratejilerinin öğrenme güçlüğü olan öğrencilerin okuduğunu anlama becerisine etkisi (Yayımlanmamış yüksek lisans tezi). Gazi Üniversitesi, Ankara.
  • Seyed, S., Salmani, M., Motahari Nezhad, F. and Noruzi, R. (2017). Self efficacy, achievement motivation, and academic progress of students with learning disabilities: A comparison with typical students. Middle East Journal of Rehabilitation and Health Studies, 4(2), e44558. https://doi.org/10.5812/mejrh.44558
  • Sideridis, G. D. (2009). Motivation and learning disabilities: Past, present, and future. In Handbook of motivation at school (pp. 619-640). United Kingdom: Routledge.
  • Snider, V. E. (1989). Reading comprehension performance of adolescents withlearning disabilities. Learning Disability Quarterly, 12(2), 87-96. https://doi.org/10.2307/1510724
  • Solheim, O. J. (2011). The impact of reading self-efficacy and task value on reading comprehension scores in different item formats. Reading Psyhology, 32(1), 1-27. https://doi.org/10.1080/02702710903256601
  • Swanson, H. L. (2008). Intervention research for students with learning disabilities: A meta-analysis of treatment outcomes. Journal of Learning Disabilities, 41(2), 158–173. https://doi.org/10.1177/0022219407313572
  • Tekin-İftar, E., Kırcaali-İftar, G., ve Kurt, O., ve Erbaş, D. (2023). Eğitim ve davranış bilimlerinde tek denekli araştırmalar. Ankara: Anı Yayıncılık.
  • Uçar-Rasmussen, M. ve Cora-İnce, N. (2017). Özel öğrenme güçlüğü olan bireylere üstbilişsel okuduğunu anlama stratejilerinin öğretiminde sesli düşünme yönteminin etkililiği. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 17(4), 2180-2201. https://doi.org/10.17240/aibuefd.2017.17.32772-364006
  • Urul, Ü. ve Yılmaz, M. (2022). Eşli okuma yönteminin okuma güçlüğünü gidermedeki önemi. Social Mentality and Researcher Thinkers Journal, 61(61), 1231-1240. https://10.29228/smryj.63573
  • U.S. Department of Education. (2018). The condition of education 2018 (NCES 2018-144). National Center for Education Statistics. https://nces.ed.gov/pubs2018/2018144.pdf
  • Vellutino, F. R., Fletcher, J. M., Snowling, M. J. and Scanlon, D. M. (2004). Specific reading disability (dyslexia): What have we learned in the past four decades?. Journal of Child Psychology and Psychiatry, 45(1), 2-40. https://10.1046/j.0021-9630.2003.00305.x
  • Wang, Y., & Gafurov, B. (2003). The cognitive process of comprehension. International Journal of Cognitive Informatics and Natural Intelligence, 4(3), 93-97. https://10.1109/COGINF.2003.1225963
  • Wanzek, J., Vaughn, S., Roberts, G. and Fletcher, J. M. (2011). Efficacy of reading interventions for older students with learning disabilities: A meta-analysis. Exceptional Children, 78(2), 275–293. https://doi.org/10.1177/001440291107800207
  • Webber, J., Scheuermann, B., McCall, C. and Coleman, M. (1993). Research on self-monitoring as a behavior management technique in special education classrooms: A descriptive review. Remedial and Special Education, 14(2), 38-56. https://doi.org/10.1177/074193259301400206
  • Wolfe, L. H., Heron, T. E. and Goddard, Y. L. (2000). Effects of self-monitoring on the on-task behavior and written language performance of elementary students with learning disabilities. Journal of Behavioral Education, 10, 49-73. https://doi.org/10.1023/A:1016695806663
  • Wong, B. Y. L. and Jones, W. (1982). Increasing metacomprehension in learning disabled and normally achieving students through self-questioning training. Learning Disability Quarterly, 5(3), 228-240. https://10.2307/1510290
  • Yıldırım, A. ve Şimşek, H. (2021). Sosyal bilimlerde nitel araştırma yöntemleri. İstanbul: Seçkin Yayıncılık.
  • Yılmaz, E. (2023). Özel öğrenme güçlüğü olan öğrencilerin okuduğunu anlama becerisinin geliştirilmesinde tekrarlı okuma ve görsel anlama programının (TOGAP) etkililiği. YÖK AçıkBilim.
  • Yılmaz, M. and Kadan, Ö. F. (2019). An action research aiming to reveal the effects of paired reading on eliminating reading difficulties. Bartın University Journal of Faculty of Education, 8(1), 231-244. https://doi.org/10.14686/buefad.432501
Toplam 77 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Türkçe Eğitimi
Bölüm Makaleler
Yazarlar

Serap Avcı 0009-0003-9738-4492

Özlem İlker 0000-0002-4120-7302

Yayımlanma Tarihi 24 Temmuz 2025
Gönderilme Tarihi 10 Mart 2025
Kabul Tarihi 23 Temmuz 2025
Yayımlandığı Sayı Yıl 2025 Cilt: 13 Sayı: 3

Kaynak Göster

APA Avcı, S., & İlker, Ö. (2025). Kendini Yönetme Stratejilerinin Özel Öğrenme Güçlüğü Olan Öğrencilerin Okuduğunu Anlama Becerilerine Etkisi. Ana Dili Eğitimi Dergisi, 13(3), 760-785. https://doi.org/10.16916/aded.1654730

88x31.png

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