Yapılandırılmış Okuma Yönteminin Okuma Hızı, Doğru Okuma ve Sesli Okuma Prozodisi Üzerindeki Etkisi

Hasan Keskin; Hayati Akyol

doi:10.16916/aded.09329

-

Yıl 2014, Cilt: 2 Sayı: 4, 107 - 119, 28.10.2014

Hasan Keskin , Hayati Akyol

https://doi.org/10.16916/aded.09329

Cited By: 26

Öz

The aim of the present study is to investigate the effects of structured reading method on fourth graders with regard to reading rate, accurate reading and prosodic reading skills. Data were collected from four primary schools in Afyonkarahisar city center in 2011 Spring term. A school was randomly selected from these schools and a group comprising nine students with inadequate fluent reading skills was formed and a 24-hour "structured reading method" was applied to this group. The findings revealed that structured reading method was effective on students' reading rate, accurate reading and oral reading prosody. In conclusion, it could be argued that structured reading method is effective on developing students who have inadequate reading skills in terms of fluent reading skills.

Anahtar Kelimeler

reading fluency, rate, accuracy, prosody.

Kaynakça

Akyol, H. (2006). Türkçe ilk okuma yazma öğretimi. Ankara: Pegem A Yayıncılık Ltd. Şti.
Büyüköztürk, Ş. (2008). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni, spss uygulamaları ve yorum. Ankara: Pegem Akademi.
Chall, J. S., Jacobs, V. A. ve Baldwin, L. E. (1991). The reading crisis: Why poor children fall behind. Massachusetts: Harvard University Press.
Cohen, L., Manion, L. ve Morrison, K. (2007). Research methods in education. New York: Routledge.
Çanakçı, H., Özaykut, S., Taşdemir, K., Yardımcı, S. ve Yetimoğlu, E. B. (2008). İlköğretim türkçe 4 ders kitabı. İstanbul: Bediralp Matbaacılık.
Daane, M. C., Campbell, J. R., Grigg, W. S., Goodman, M. J. ve Oranje, A. (2005). Fourth-grade students reading aloud: Naep 2002 special study of oral reading. Washington, DC: U.S. Department of Education. Institute of Education Sciences, National Center for Education Statistics.
Deeney, T. A. (2010). One-minute fluency measures: Mixed messages in asssessment and instruction. Reading Teacher, 63(6), 440-450.
Deno, S. L. (2003). Developments in curriculum-based measurement. Journal of Special Education, 37(3), 184-192.
Dowhower, S. L. (1987). Effects of repeated reading on second-grade transitional readers' fluency and comprehension. Reading Research Quarterly, 22(4), 389-406.
Dowhower, S. L. (1991). Speaking of prosody: Fluency's unattended bedfellow. Theory Into Practice, 30(3), 165-175.
Ehri, L. C. ve McCormick, S. (1998). Phases of word learning: Implications for instruction with delayed and disabled readers. Reading & Writing Quarterly, 14(2), 135.
Ekwall, E. E. ve Shanker, J. L. (1988). Diagnosis and remediation of the disabled reader (3 ed.): Allyn and Bacon.
Fuchs, L. S., Fuchs, D., Hosp, M. K. ve Jenkins, J. R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5(3), 239 - 256.
Gültekin, İ. ve Pekdemir, A. Z. (2010). İlköğretim 4. Sınıf türkçe ders kitabı. İstanbul: Kelebek Yayıncılık.
Harris, A. J. ve Sipay, E. R. (1990). How to increase reading ability: A guide to developmental & remedial methods. New York: Longman.
Harris, T. L. ve Hodges, R. E. (1995). The literacy dictionary : The vocabulary of reading and writing. Newark, Del.: International Reading Association.
Hiebert, E. H. (2005). The effects of text difficulty on second graders' fluency development. Reading Psychology, 26(2), 183-209.
Ho, R. (2006). Handbook of univariate and multivariate data analysis and interpretation with spss. Boca Raton FL: Taylor & Francis Group.
Hudson, R. F., Lane, H. B. ve Pullen, P. C. (2005). Reading fluency assessment and instruction: What, why, and how? Reading Teacher, 58(8), 702-714.
Keskin, H. K. ve Baştuğ, M. (2011). İlköğretim dördüncü sınıf öğrencilerinin sesli okuma ve konuşma prozodileri arasındaki ilişkinin incelenmesi. Paper presented at the 10. Sınıf Öğretmenliği Eğitimi Sempozyumu. 5-7 Mayıs 2011. Sivas.
Kuhn, M. R. (2005). A comparative study of small group fluency instruction. Reading Psychology, 26(2), 127 - 146.
Kuhn, M. R., Schwanenflugel, P. J., Meisinger, E. B., Levy, B. A. ve Rasinski, T. V. (2010). Aligning theory and assessment of reading fluency: Automaticity, prosody, and definitions of fluency. Reading Research Quarterly, 45(2), 230-251.
Logan, G. D. (1997). Automaticity and reading: Perspectives from the instance theory of automatization. Reading & Writing Quarterly, 13(2), 123-146.
Milli Eğitim Bakanlığı. (2011). Eğitim teknolojileri genel müdürlüğü-100 temel eser. from Web: http://yuzeser.meb.gov.tr/ adresinden 01.02.2011 tarihinde alınmıştır.
Morra, J. ve Tracey, D. H. (2006). The impact of multiple fluency interventions on a single subject. Reading Horizons, 47(2), 175-175-198.
Morrow, L. M., Kuhn, M. R. ve Schwanenflugel, P. J. (2006). The family fluency program. Reading Teacher, 60(4), 322-333.
National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. National Reading Panel.
Nichols, W. D., Rupley, W. H. ve Rasinski, T. (2009). Fluency in learning to read for meaning: Going beyond repeated readings. Literacy Research and Instruction, 48(1), 1 - 13.
Öz, E. ve Öz, S. (2010). İlköğretim 4. Sınıf türkçe ders kitabı. İzmir: Top Yayıncılık.
Özbay, M. ve Melanlıoğlu, D. (2008). Türkçe eğitiminde kelime hazinesinin önemi. Yüzüncü Yıl Üniversitesi, Eğitim Fakültesi Dergisi, 5(1), 30-45.
Rashotte, C. A. ve Torgesen, J. K. (1985). Repeated reading and reading fluency in learning disabled children. Reading Research Quarterly, 20(2), 180-188.
Rasinski, T. (2010). The fluent reader. New York: Scholastic.
Rathvon, N. (2004). Early reading assessment. New York: A Division of Guilford Publications, Inc.
Rubin, A. ve Babbie, E. R. (2011). Research methods for social work (Seventh ed.). Belmont, CA: Brooks/Cole, Cengage Learning.
Samuels, S. J. (1979). The method of repeated readings. Reading Teacher, 32, 403-408.
Samuels, S. J. (2006a). Looking backward: Reflection on a carrier in reading. Journal of Literacy Research, 38(3), 327-344.
Samuels, S. J. (2006b). Reading fluency: Its past, present, and future. In T. V. Rasinski, C. L. Z. Blachowicz ve K. Lems (Eds.), Fluency instruction : Research-based best practices (pp. xvii, 302 p.). New York ; London: The Guilford Press Inc.
Schrauben, J. E. (2010). Prosody's contribution to fluency: An examination of the theory of automatic information processing. Reading Psychology, 31(1), 82 - 92.
Schreiber, P. A. (1991). Understanding prosody's role in reading acquisition. Theory Into Practice, 30(3), 158.
Schwanenflugel, P. J., Kuhn, M. R., Morris, R. D., Morrow, L. M., Meisinger, E. B., Woo, D. G. ve diğerleri. (2009). Insights into fluency instruction: Short- and long-term effects of two reading programs Literacy Research and Instruction, 48(4), 318-336.
Snow, D. P., Coots, J. H. ve Smith, K. (1982). Speech prosody and children's perception of sentence organization Southwest Regional Laboratory technical note ; no. TN 2-82/34, ERIC Document Reproduction service No. 222 890.
Stahl, S. A. ve Kuhn, M. R. (2002). Making it sound like language: Developing fluency. Reading Teacher, 55(6), 582-584.
Valencia, S. W., Smith, A. T., Reece, A. M., Li, M., Wixson, K. K. ve Newman, H. (2010). Oral reading fluency assessment: Issues of construct, criterion, and consequential validity. Reading Research Quarterly, 45(3), 270-291.
Walpole, S. ve McKenna, M. C. (2007). Differentiated reading instruction. New York: The Guilford Press A Division of Guilford Publications, Inc.
Wolf, M. ve Katzir-Cohen, T. (2001). Reading fluency and its intervention. Scientific Studies of Reading, 5(3), 211-239.
Yıldız, M., Yıldırım, K., Ateş, S. ve Çetinkaya, Ç. (2009). An evaluation of the oral reading fluency of 4th graders with respect to prosodic characteristic International Journal of Human Sciences, 6(1), 353-360.
Young, A. R., Bowers, P. G. ve MacKinnon, G. E. (1996). Effects of prosodic modeling and repeated reading on poor readers' fluency and comprehension. Applied Psycholinguistics, 17(1), 59-84.
Zutell, J., Donelson, R., Bevans, J. ve Todt, P. (2006). Building a focus on oral reading fluency into individual instruction for struggling readers. In T. Rasinski, C. Blachowicz ve K. Lems (Eds.), Fluency instruction: Research-based best practices. New York: The Guilford Press Inc.
Zutell, J. ve Rasinski, T. (1991). Training teachers to attend to their student's oral reading fluency. Theory Into Practice, 30(3), 211.

Yapılandırılmış Okuma Yönteminin Okuma Hızı, Doğru Okuma ve Sesli Okuma Prozodisi Üzerindeki Etkisi

Yıl 2014, Cilt: 2 Sayı: 4, 107 - 119, 28.10.2014

Hasan Keskin , Hayati Akyol

https://doi.org/10.16916/aded.09329

Cited By: 26

Öz

Bu çalışma ile yapılandırılmış okuma yönteminin, ilköğretim dördüncü sınıf öğrencilerinin, okuma hızı, doğru okuma ve prozodik okuma becerileri üzerindeki etkisinin araştırılması amaçlanmıştır. Araştırma için 2010-2011 öğretim yılı bahar döneminde Afyonkarahisar merkeze bağlı dört ilköğretim okulundan veri toplanmıştır. Bu okullar arasından basit tesadüfi yöntemle belirlenen bir okuldaki akıcı okuma becerisini yeterince kazanamamış dokuz öğrenci ile oluşturulan grupta 24 ders saati “yapılandırılmış okuma yöntemi” uygulanmıştır. Elde edilen bulgulara göre yapılandırılmış okuma yöntemi öğrencilerin okuma hızı, doğru okuma ve sesli okuma prozodisi becerileri üzerinde etkili olmuştur. Sonuç olarak, yapılandırılmış okuma yönteminin, akıcı okuma becerileri yönünden endişe düzeyinde olan öğrencilerin, bu becerilerini geliştirmede etkili olduğunu söylemek mümkündür.

Anahtar Kelimeler

akıcı okuma, hız, doğruluk, prozodi

Kaynakça

Akyol, H. (2006). Türkçe ilk okuma yazma öğretimi. Ankara: Pegem A Yayıncılık Ltd. Şti.
Büyüköztürk, Ş. (2008). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni, spss uygulamaları ve yorum. Ankara: Pegem Akademi.
Chall, J. S., Jacobs, V. A. ve Baldwin, L. E. (1991). The reading crisis: Why poor children fall behind. Massachusetts: Harvard University Press.
Cohen, L., Manion, L. ve Morrison, K. (2007). Research methods in education. New York: Routledge.
Çanakçı, H., Özaykut, S., Taşdemir, K., Yardımcı, S. ve Yetimoğlu, E. B. (2008). İlköğretim türkçe 4 ders kitabı. İstanbul: Bediralp Matbaacılık.
Daane, M. C., Campbell, J. R., Grigg, W. S., Goodman, M. J. ve Oranje, A. (2005). Fourth-grade students reading aloud: Naep 2002 special study of oral reading. Washington, DC: U.S. Department of Education. Institute of Education Sciences, National Center for Education Statistics.
Deeney, T. A. (2010). One-minute fluency measures: Mixed messages in asssessment and instruction. Reading Teacher, 63(6), 440-450.
Deno, S. L. (2003). Developments in curriculum-based measurement. Journal of Special Education, 37(3), 184-192.
Dowhower, S. L. (1987). Effects of repeated reading on second-grade transitional readers' fluency and comprehension. Reading Research Quarterly, 22(4), 389-406.
Dowhower, S. L. (1991). Speaking of prosody: Fluency's unattended bedfellow. Theory Into Practice, 30(3), 165-175.
Ehri, L. C. ve McCormick, S. (1998). Phases of word learning: Implications for instruction with delayed and disabled readers. Reading & Writing Quarterly, 14(2), 135.
Ekwall, E. E. ve Shanker, J. L. (1988). Diagnosis and remediation of the disabled reader (3 ed.): Allyn and Bacon.
Fuchs, L. S., Fuchs, D., Hosp, M. K. ve Jenkins, J. R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5(3), 239 - 256.
Gültekin, İ. ve Pekdemir, A. Z. (2010). İlköğretim 4. Sınıf türkçe ders kitabı. İstanbul: Kelebek Yayıncılık.
Harris, A. J. ve Sipay, E. R. (1990). How to increase reading ability: A guide to developmental & remedial methods. New York: Longman.
Harris, T. L. ve Hodges, R. E. (1995). The literacy dictionary : The vocabulary of reading and writing. Newark, Del.: International Reading Association.
Hiebert, E. H. (2005). The effects of text difficulty on second graders' fluency development. Reading Psychology, 26(2), 183-209.
Ho, R. (2006). Handbook of univariate and multivariate data analysis and interpretation with spss. Boca Raton FL: Taylor & Francis Group.
Hudson, R. F., Lane, H. B. ve Pullen, P. C. (2005). Reading fluency assessment and instruction: What, why, and how? Reading Teacher, 58(8), 702-714.
Keskin, H. K. ve Baştuğ, M. (2011). İlköğretim dördüncü sınıf öğrencilerinin sesli okuma ve konuşma prozodileri arasındaki ilişkinin incelenmesi. Paper presented at the 10. Sınıf Öğretmenliği Eğitimi Sempozyumu. 5-7 Mayıs 2011. Sivas.
Kuhn, M. R. (2005). A comparative study of small group fluency instruction. Reading Psychology, 26(2), 127 - 146.
Kuhn, M. R., Schwanenflugel, P. J., Meisinger, E. B., Levy, B. A. ve Rasinski, T. V. (2010). Aligning theory and assessment of reading fluency: Automaticity, prosody, and definitions of fluency. Reading Research Quarterly, 45(2), 230-251.
Logan, G. D. (1997). Automaticity and reading: Perspectives from the instance theory of automatization. Reading & Writing Quarterly, 13(2), 123-146.
Milli Eğitim Bakanlığı. (2011). Eğitim teknolojileri genel müdürlüğü-100 temel eser. from Web: http://yuzeser.meb.gov.tr/ adresinden 01.02.2011 tarihinde alınmıştır.
Morra, J. ve Tracey, D. H. (2006). The impact of multiple fluency interventions on a single subject. Reading Horizons, 47(2), 175-175-198.
Morrow, L. M., Kuhn, M. R. ve Schwanenflugel, P. J. (2006). The family fluency program. Reading Teacher, 60(4), 322-333.
National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. National Reading Panel.
Nichols, W. D., Rupley, W. H. ve Rasinski, T. (2009). Fluency in learning to read for meaning: Going beyond repeated readings. Literacy Research and Instruction, 48(1), 1 - 13.
Öz, E. ve Öz, S. (2010). İlköğretim 4. Sınıf türkçe ders kitabı. İzmir: Top Yayıncılık.
Özbay, M. ve Melanlıoğlu, D. (2008). Türkçe eğitiminde kelime hazinesinin önemi. Yüzüncü Yıl Üniversitesi, Eğitim Fakültesi Dergisi, 5(1), 30-45.
Rashotte, C. A. ve Torgesen, J. K. (1985). Repeated reading and reading fluency in learning disabled children. Reading Research Quarterly, 20(2), 180-188.
Rasinski, T. (2010). The fluent reader. New York: Scholastic.
Rathvon, N. (2004). Early reading assessment. New York: A Division of Guilford Publications, Inc.
Rubin, A. ve Babbie, E. R. (2011). Research methods for social work (Seventh ed.). Belmont, CA: Brooks/Cole, Cengage Learning.
Samuels, S. J. (1979). The method of repeated readings. Reading Teacher, 32, 403-408.
Samuels, S. J. (2006a). Looking backward: Reflection on a carrier in reading. Journal of Literacy Research, 38(3), 327-344.
Samuels, S. J. (2006b). Reading fluency: Its past, present, and future. In T. V. Rasinski, C. L. Z. Blachowicz ve K. Lems (Eds.), Fluency instruction : Research-based best practices (pp. xvii, 302 p.). New York ; London: The Guilford Press Inc.
Schrauben, J. E. (2010). Prosody's contribution to fluency: An examination of the theory of automatic information processing. Reading Psychology, 31(1), 82 - 92.
Schreiber, P. A. (1991). Understanding prosody's role in reading acquisition. Theory Into Practice, 30(3), 158.
Schwanenflugel, P. J., Kuhn, M. R., Morris, R. D., Morrow, L. M., Meisinger, E. B., Woo, D. G. ve diğerleri. (2009). Insights into fluency instruction: Short- and long-term effects of two reading programs Literacy Research and Instruction, 48(4), 318-336.
Snow, D. P., Coots, J. H. ve Smith, K. (1982). Speech prosody and children's perception of sentence organization Southwest Regional Laboratory technical note ; no. TN 2-82/34, ERIC Document Reproduction service No. 222 890.
Stahl, S. A. ve Kuhn, M. R. (2002). Making it sound like language: Developing fluency. Reading Teacher, 55(6), 582-584.
Valencia, S. W., Smith, A. T., Reece, A. M., Li, M., Wixson, K. K. ve Newman, H. (2010). Oral reading fluency assessment: Issues of construct, criterion, and consequential validity. Reading Research Quarterly, 45(3), 270-291.
Walpole, S. ve McKenna, M. C. (2007). Differentiated reading instruction. New York: The Guilford Press A Division of Guilford Publications, Inc.
Wolf, M. ve Katzir-Cohen, T. (2001). Reading fluency and its intervention. Scientific Studies of Reading, 5(3), 211-239.
Yıldız, M., Yıldırım, K., Ateş, S. ve Çetinkaya, Ç. (2009). An evaluation of the oral reading fluency of 4th graders with respect to prosodic characteristic International Journal of Human Sciences, 6(1), 353-360.
Young, A. R., Bowers, P. G. ve MacKinnon, G. E. (1996). Effects of prosodic modeling and repeated reading on poor readers' fluency and comprehension. Applied Psycholinguistics, 17(1), 59-84.
Zutell, J., Donelson, R., Bevans, J. ve Todt, P. (2006). Building a focus on oral reading fluency into individual instruction for struggling readers. In T. Rasinski, C. Blachowicz ve K. Lems (Eds.), Fluency instruction: Research-based best practices. New York: The Guilford Press Inc.
Zutell, J. ve Rasinski, T. (1991). Training teachers to attend to their student's oral reading fluency. Theory Into Practice, 30(3), 211.

Toplam 49 adet kaynakça vardır.

Ayrıntılar

Birincil Dil	Türkçe
Bölüm	Makaleler
Yazarlar	Hasan Keskin Hayati Akyol
Yayımlanma Tarihi	28 Ekim 2014
Yayımlandığı Sayı	Yıl 2014Cilt: 2 Sayı: 4

Kaynak Göster

APA	Keskin, H., & Akyol, H. (2014). Yapılandırılmış Okuma Yönteminin Okuma Hızı, Doğru Okuma ve Sesli Okuma Prozodisi Üzerindeki Etkisi. Ana Dili Eğitimi Dergisi, 2(4), 107-119. https://doi.org/10.16916/aded.09329