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Erratum: The importance of reading activities in reading comprehension

Year 2024, Volume: 4 Issue: 1, 127 - 127, 31.01.2024
The original article was published on January 31, 2022. https://dergipark.org.tr/en/pub/dyad/issue/66035/1033324

Erratum Note

The information in the Ethics committee approval and conflict of interest statement section of the article “Güzel S. “The importance of reading activities in reading comprehension”. Disiplinlerarası Yenilik Araştırmaları Dergisi, 2(1), 29-34, 2022.” which published in 1st issue and 2nd volume of the Disiplinlerarası Yenilik Araştırmaları Dergisi in 2022 is amended. The corrected information is presented below. 7. Ethics committee approval and conflict of interest statement The data used in this study were collected in 2017. The informed consent was taken from the all attendees. Author declared that this article has no conflict of interest.

Abstract

For many years researchers and educators have focused on reading comprehension skill but still many students do not comprehend the reading text efficiently. In this sense, this study deals with the improvement of students’ reading comprehension through pre reading while reading and post reading activities. The research focuses on reading activities in reading class. In reading processes, the researcher applied series of student centered reading activities. The data has been collected through of reading comprehension activities in reading class. Twelve university students in Turkey participated in the study. The results display that the activities as pre, while and post reading are effective to foster learners’ reading skill.

References

  • [1] Bensoussan M. “Schema Effects in EFL Reading Comprehension”. Journal of Research in Reading, 21, 213-227, 1998.
  • [2] Chamot A. “The CALLA Model: Strategies for the English language student’s success”. New York City Board of Education. New York, NY, 2009. Retrieved from http:// www.jillrobins.com/calla/CALLAHAndhout.pdf.
  • [3] Cui YP. “Application of Schema theory in reading comprehension”, Foreign Language Education, 5, 52-57, 2002.
  • [4] Zamel V. “Writing one’s way into reading.” TESOL Quarterly, 26, 3 Autumn, 463-485, 1992.
  • [5] Varaprasad C. “Some classroom Strategies: developing critical literacy awareness.” English Teaching Forum. Vol. 35, No.3, July, 1997.
  • [6] Alyousef HS. “Teaching reading comprehension to ESL/EFL learners”. Journal of Language and Learning, 4(1), 63-73, 2006.
  • [7] Ajideh P. “Schema-theory Based Considerations on Pre-reading Activities in ESP Textbooks”. The Asian EFL Journal, 16, 1-19, 2006.
  • [8] Nunan D. Designing tasks for the communicative classroom. Cambridge, Cambridge University Press, 1989.
  • [9] An FC. “Schema Theory and Language Comprehension”. Journal of Language and Literature Studies, 2, 4-7, 2011.
  • [10] Grabe W. “Current developments in second language reading research”. TESOL Quarterly, 35 (3), 373-406, 1991.
  • [11] Aydın D, Tütüniş B. “Incorparating advising strategies into one to one tutoring: Effects on the awareness towards vocabulary learning”. Studies in Self –Access Learning Journal, 12(1), 4-20, 2021.
  • [12] Mcdonough SH. Strategy and Skill in Learning a Foreign Language. New York, St. Martin’s Press, 1995.
  • [13] Nuttall C. Teaching Reading Skills in a Foreign Language. Oxford, Macmillan, 1996.
  • [14] Goodman KS. The reading process. In carrell, P.L. et al. (Eds.) Interactive Approaches to Second language reading,11-21, New York, Cambridge University Press, 1988.
  • [15] Smith F. Understanding Reading. 5th ed. Hillsdale, NJ, Lawrence Erlbaum, 1994.
  • [16] Block EL. “How They Read: Comprehension Monitoring of L1 and L2 Readers”. TESOL Quarterly, 26(2), 1992.
  • [17] Anderson R. Role of the reader’s schema in comprehension, learning, and memory. Editörler: Ruddell MR and Singer H. Theoretical models and processes of reading, 469–482, 1994.

Erratum: Okuduğunu anlamada okuma alıştırmalarının önemi

Year 2024, Volume: 4 Issue: 1, 127 - 127, 31.01.2024
The original article was published on January 31, 2022. https://dergipark.org.tr/en/pub/dyad/issue/66035/1033324

Erratum Note

Disiplinlerarası Yenilik Araştırmaları Dergisinin 2022 Yılı 2. Cildinin 1. Sayı da yayınlanan “Güzel S. “The importance of reading activities in reading comprehension”. Disiplinlerarası Yenilik Araştırmaları Dergisi, 2(1), 29-34, 2022.” referanslı makalede Etik kurul onayı ve çıkar çatışması beyanı bölümündeki eksik bilgi düzeltilmiştir. Düzeltilen bilgiler aşağıda sunulmuştur. 7. Etik kurul onayı ve çıkar çatışması beyanı Bu çalışmada kullanılan veriler 2017 yılında toplanmıştır. Tüm katılımcılardan bilgilendirilmiş onam alınmıştır. Yazar bu makalenin herhangi bir çıkar çatışması içermediğini beyan etmiştir. Bu çalışmanın bir kişi/kurum ile çıkar çatışması bulunmamaktadır.

Abstract

Uzun yıllardır araştırmacı ve eğitimciler okuduğunu anlama ve okuma becerisine odaklanmıştır, ancak yine de birçok öğrenci okuma metnini verimli bir şekilde anlamamaktadır. Bu bağlamda bu çalışma, okuma öncesi ve sonrası etkinlikler yoluyla öğrencilerin okuduğunu anlamalarının geliştirilmesini ele almaktadır. Bu amaçla yapılan araştırma, okuma dersinde okuma etkinliklerinin işlevlerine odaklanmıştır. Bu çalışmada, okuma süreçlerinde veri toplamak için öğrenci merkezli bir dizi okuma etkinliği uygulamıştır. Bu araştırmada veriler okuma dersinde okuduğunu anlama etkinlikleriyle toplanmıştır. Araştırmaya Türkiye’de üniversite düzeyinde öğrenim gören altısı erkek, altısı kadın on iki üniversite öğrencisi katılmıştır. Araştırmanın sonucu göstermiştir ki okuma öncesi ve sonrası yapılan okuma etkinliklerini öğrenen bireylerin okuma yeterliliklerini olumlu anlamda güçlendirmesine katkı sağlamıştır.

References

  • [1] Bensoussan M. “Schema Effects in EFL Reading Comprehension”. Journal of Research in Reading, 21, 213-227, 1998.
  • [2] Chamot A. “The CALLA Model: Strategies for the English language student’s success”. New York City Board of Education. New York, NY, 2009. Retrieved from http:// www.jillrobins.com/calla/CALLAHAndhout.pdf.
  • [3] Cui YP. “Application of Schema theory in reading comprehension”, Foreign Language Education, 5, 52-57, 2002.
  • [4] Zamel V. “Writing one’s way into reading.” TESOL Quarterly, 26, 3 Autumn, 463-485, 1992.
  • [5] Varaprasad C. “Some classroom Strategies: developing critical literacy awareness.” English Teaching Forum. Vol. 35, No.3, July, 1997.
  • [6] Alyousef HS. “Teaching reading comprehension to ESL/EFL learners”. Journal of Language and Learning, 4(1), 63-73, 2006.
  • [7] Ajideh P. “Schema-theory Based Considerations on Pre-reading Activities in ESP Textbooks”. The Asian EFL Journal, 16, 1-19, 2006.
  • [8] Nunan D. Designing tasks for the communicative classroom. Cambridge, Cambridge University Press, 1989.
  • [9] An FC. “Schema Theory and Language Comprehension”. Journal of Language and Literature Studies, 2, 4-7, 2011.
  • [10] Grabe W. “Current developments in second language reading research”. TESOL Quarterly, 35 (3), 373-406, 1991.
  • [11] Aydın D, Tütüniş B. “Incorparating advising strategies into one to one tutoring: Effects on the awareness towards vocabulary learning”. Studies in Self –Access Learning Journal, 12(1), 4-20, 2021.
  • [12] Mcdonough SH. Strategy and Skill in Learning a Foreign Language. New York, St. Martin’s Press, 1995.
  • [13] Nuttall C. Teaching Reading Skills in a Foreign Language. Oxford, Macmillan, 1996.
  • [14] Goodman KS. The reading process. In carrell, P.L. et al. (Eds.) Interactive Approaches to Second language reading,11-21, New York, Cambridge University Press, 1988.
  • [15] Smith F. Understanding Reading. 5th ed. Hillsdale, NJ, Lawrence Erlbaum, 1994.
  • [16] Block EL. “How They Read: Comprehension Monitoring of L1 and L2 Readers”. TESOL Quarterly, 26(2), 1992.
  • [17] Anderson R. Role of the reader’s schema in comprehension, learning, and memory. Editörler: Ruddell MR and Singer H. Theoretical models and processes of reading, 469–482, 1994.
There are 17 citations in total.

Details

Primary Language English
Journal Section Erratum
Authors

Serda Güzel 0000-0001-5212-9891

Publication Date January 31, 2024
Published in Issue Year 2024 Volume: 4 Issue: 1

Cite

APA Güzel, S. (2024). The importance of reading activities in reading comprehension. Disiplinlerarası Yenilik Araştırmaları Dergisi, 4(1), 127-127.
AMA Güzel S. The importance of reading activities in reading comprehension. Disiplinlerarası Yenilik Araştırmaları Dergisi. January 2024;4(1):127-127.
Chicago Güzel, Serda. “The Importance of Reading Activities in Reading Comprehension”. Disiplinlerarası Yenilik Araştırmaları Dergisi 4, no. 1 (January 2024): 127-27.
EndNote Güzel S (January 1, 2024) The importance of reading activities in reading comprehension. Disiplinlerarası Yenilik Araştırmaları Dergisi 4 1 127–127.
IEEE S. Güzel, “The importance of reading activities in reading comprehension”, Disiplinlerarası Yenilik Araştırmaları Dergisi, vol. 4, no. 1, pp. 127–127, 2024.
ISNAD Güzel, Serda. “The Importance of Reading Activities in Reading Comprehension”. Disiplinlerarası Yenilik Araştırmaları Dergisi 4/1 (January 2024), 127-127.
JAMA Güzel S. The importance of reading activities in reading comprehension. Disiplinlerarası Yenilik Araştırmaları Dergisi. 2024;4:127–127.
MLA Güzel, Serda. “The Importance of Reading Activities in Reading Comprehension”. Disiplinlerarası Yenilik Araştırmaları Dergisi, vol. 4, no. 1, 2024, pp. 127-.
Vancouver Güzel S. The importance of reading activities in reading comprehension. Disiplinlerarası Yenilik Araştırmaları Dergisi. 2024;4(1):127-.