Araştırma Makalesi
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İlköğretim İkinci Sınıfta Akıcı Sözcük Okuma ve Okuduğunu Anlamayı Etkileyen Faktörler

Yıl 2018, Cilt: 35 Sayı: 2, 1 - 34, 08.04.2019

Öz

Bu çalışma ilkokul ikinci sınıf öğrencilerinin hızlı sözcük okuma ve okuduğunu anlama becerileriyle ilişkili bilişsel ve dilbilimsel faktörleri (hızlı otomatik isimlendirme [HOTİ], fonolojik farkındalık [FF], fonolojik bellek [FB], morfolojik farkındalık [MF], ortografi bilgisi [OB], işlem hızı [İH], ve sözcük dağarcığı) araştırmıştır. Ayrıca, anne-baba eğitim durumunun söz konusu okuma süreçleriyle ilişkisi de incelenmiştir. Değişkenler arasında öngörülen doğrudan ve dolaylı ilişkilere dayanarak geliştirilen okuma modeli, eşzamanlı çoklu regresyona dayalı klasik yol analizi ile test edilmiştir. Araştırma sonuçları, hızlı sözcük okuma düzeyinde, harf/sayı temelli HOTİ ve OB’nin en güçlü ve en tutarlı yordayıcılar olduğunu ortaya koymuştur. Okuduğunu anlama becerisi ele alındığında, akıcı sözcük okuma, sözcük dağarcığı ve anne-baba eğitim seviyesinin en önemli yordayıcılar oldukları saptanmıştır. 

Kaynakça

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Yıl 2018, Cilt: 35 Sayı: 2, 1 - 34, 08.04.2019

Öz

Kaynakça

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Toplam 1 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Özgün Çalışma
Yazarlar

Hatice Özata Bu kişi benim

Belma Haznedar

Yayımlanma Tarihi 8 Nisan 2019
Yayımlandığı Sayı Yıl 2018 Cilt: 35 Sayı: 2

Kaynak Göster

APA Özata, H., & Haznedar, B. (2019). İlköğretim İkinci Sınıfta Akıcı Sözcük Okuma ve Okuduğunu Anlamayı Etkileyen Faktörler. Bogazici University Journal of Education, 35(2), 1-34.