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Bir Annenin Akıcı Okuma Stratejilerini Kullanması: AKOSEP’in Etkileri

Year 2024, Issue: 61, 187 - 213, 15.05.2024
https://doi.org/10.9779/pauefd.1255040

Abstract

Bu araştırmanın amacı Akıcı Okuma Stratejileri Aile Eğitim Programı’nın (AKOSEP) ve performans geri bildirimlerinin özel öğrenme güçlüğü (ÖÖG) tanılı çocuğu olan bir anneye akıcı okuma stratejilerini öğretmedeki etkililiğini belirlemektir. AKOSEP kapsamında anneye öğretilmesi hedeflenen akıcı okuma stratejileri tekrarlı okuma, kelime tekrar ve eko okuma stratejileridir. Araştırmanın katılımcılarını bir anne ve ÖÖG tanısı olan 10 yaşındaki oğlu oluşturmaktadır. AKOSEP’in etkililiğinin belirlendiği bu araştırmada tek denekli araştırma modellerinden davranışlar arası yoklama evreli çoklu yoklama modeli kullanılmıştır. Ayrıca araştırmada, strateji öğretimi sürecinde katılımcı çocukla birlikte uygulanan akıcı okuma stratejilerinin çocuğun akıcı okuma becerileri üzerindeki etkisi deneysel bir kontrol kurulmadan incelenmiştir. Araştırma bulguları, AKOSEP ve performans geri bildirimlerinin annenin akıcı okuma stratejilerini edinmesinde ve doğru bir şekilde kullanmasında etkili olduğunu; bu etkinin uygulamanın sona ermesinden sonra da sürdürülebildiğini göstermiştir. Ayıca strateji öğretimi sürecinde uygulanan akıcı okuma stratejilerinin ÖÖG olan çocuğun okuma doğruluğunda ve okuma hızında artışa neden olduğu gözlenmiştir. Araştırmanın sonunda anne-çocuk çiftinin AKOSEP ve uygulama sürecine ilişkin olumlu düşüncelerini dile getirdikleri belirlenmiştir. Elde edilen bulgular alanyazın çerçevesinde tartışılmış, uygulamaya ve ileriki araştırmalara yönelik çeşitli önerilerde bulunulmuştur.

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A Mother’s Use of Reading Fluency Strategies: The Effects of AKOSEP

Year 2024, Issue: 61, 187 - 213, 15.05.2024
https://doi.org/10.9779/pauefd.1255040

Abstract

The purpose of this study is to determine the effectiveness of Reading Fluency Strategies Family Training Program (AKOSEP) and performance feedback on teaching reading fluency strategies to a mother who has a child with Specific Learning Difficulties (SLD). The reading fluency strategies targeted to be taught to the mother within the scope of AKOSEP included repeated reading, word drill and echo reading strategies. The participants of the study were a mother and her 10-year-old son diagnosed with SLD. In this study, in which the effectiveness of AKOSEP was revealed, multiple probe design across behavior, one of the single-subject research models, was used. In addition, in the study, the effect of the reading fluency strategies applied with the participant child during the strategy teaching process on the child's reading fluency skills was examined without an experimental control. The study’s findings showed that the AKOSEP and performance feedback were effective in the mother's acquisition and correct use of reading fluency strategies, and that this effect was sustained after the end of the intervention. In addition, it was observed that the reading fluency strategies applied during the strategy teaching process led to an increase in the reading accuracy and reading speed of the child with SLD. At the end of the study, it was found that the mother-child dyad expressed their positive opinions about AKOSEP and the implementation process. The findings were discussed within the framework of the literature and various suggestions were made for practice and future research.

References

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  • Aktaş, B. (2015). Efficiency of parent training a mothers of children with autism use of mand – model one of the Milieu teaching technique [Master’s thesis, Abant İzzet Baysal University]. National Thesis Center.
  • Akyol, H. & Kodan, H. (2016). A Practice for Eliminating Reading Difficulty: The Use of Fluent Reading Strategies. Ondokuz Mayıs University Journal Of Education Faculty, 35(2), 7-21. http://dx.doi.org/10.7822/omuefd.35.2.1
  • Akyol, H. (2020). Türkçe ilk okuma yazma öğretimi. Pegem Akademi.
  • Akyol, M. & Baştuğ, M. (2015). The effect of structured fluent reading method on the fluent reading and reading comprehension skills of third grade primary school students. Trakya University Journal of Social Science, 17(1), 125-141.
  • Balıkçı, Ö. S. (2018). Özel öğrenme güçlüğü olan bireyler için akademik destek. M. A. Melekoğlu & U. Sak (Ed.), Öğrenme güçlüğü ve özel yetenek (s. 78-91) içinde. Pegem Akademi.
  • Batu, E. S. (2014). Effects of teaching simultaneous prompting through visual supports to parents of children with developmental disabilities. Education and Training in Autism and Developmental Disabilities, 49(4), 505-516. Retrieved from https://www.jstor.org/stable/24582347
  • Batu, E. S., Bozkurt Aksoy, F. & Öncül, N. (2014). Effectiveness of mother delivered simultaneous prompting taught by visual support on teaching chained skills to their children with autism. Education and Science, 39(174), 91-104. http://dx.doi.org/10.15390/EB.2014.2367
  • Batu, S. (2008). Caregiver-delivered home-based instruction using simultaneous pprompting for teaching home skills to individuals with developmental disabilities. Education and Training in Developmental Disabilities, 43(4), 541-555. Retrieved from https://www.jstor.org/stable/23879682
  • Benitez, P., & Domeniconi, C. (2016). Use of a computerized reading and writing teaching program for families of students with intellectual disabilities. The Psychological Record, 66(1), 127–138. https://doi.org/10.1007/ s40732-015-0158-8
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  • Çakıroğlu, O. (2018a). Özel eğitimde temel kavramlar. V. Aksoy (Ed.), Özel eğitim (s. 1-19) içinde. Pegem Akademi.
  • Çakıroğlu, O. (2018b). Özel öğrenme güçlüğüne giriş. M. A. Melekoğlu & U. Sak (Ed.), Öğrenme güçlüğü ve özel yetenek (s. 2-21) içinde. Pegem Akademi.
  • Çakmak, S. (2011). The effectiveness of the family education program offered as a model by video in providing self-care skills to visually impaired children [Doctoral dissertation, Gazi University]. National Thesis Center.
  • Caldwell, J. S. (2008). Reading assessment. Guilford Publications Inc.
  • Calhoon, M. B. (2005). Effects of a peer-mediated phonological skill and reading comprehension program on reading skill for middle school students with reading disabilities. Journal of learning disabilities, 38(5), 424-433.
  • Calp, M. (2005). Türkçe öğretimi. Eğitim Kitabevi.
  • Can Toprakçı, N. (2006). The effect of applying compehensive family educatian program to the handicapped childrens mothers which educate in society, for having the aims of mathematics lesson, lasting and generalzing of these by students [Master’s thesis, Gazi University]. National Thesis Center.
  • Cavkaytar, A. (2007). Turkish parents as teacher: Teaching parents how to teach self-care and domestic skills to their children with mental reterdation. Education and Training in Mental Retardation and Developmental Disabilities, 42(1), 85-93. Retrieved from https://www.jstor.org/stable/23880141
  • Cavkaytar, A. (2013). Örnek Aile Eğitimi Programları. A. Cavkaytar (Ed), Özel eğitimde aile eğitimi ve rehberliği içinde (s. 325-327). Vize Yayıncılık.
  • Cavkaytar, A., & Pollard, E. (2009). Effectivenes of parent and therapist collaboration program (PTCP) for teaching self-care and domestic skills to individual with autism. Education and Training in Mental Retardation and Developmental Disabilities, 44(3), 381-394. Retrieved from https://www.jstor.org/stable/24233482
  • Çelikten, M., Şanal, M. & Yeni, Y (2005). Öğretmenlik mesleği ve özellikleri [Teaching Profession and Characteristics]. Erciyes University Journal of Social Sciences Institute, 1(19), 207-237.
  • Corcoran, C. A., & Davis, A. D. (2005). A study of the effects of readers' theater on second and third grade special education students' fluency growth. Reading Improvement, 42(2), 105-111.
  • Cortiella, C., & Horowitz, S. H. (2014). The state of learning disabilities: Fact, trends and emerging issues. National Center for Learning Disabilities.
  • Daly, E. J., & Kupzyk, S. (2012). An investigation of student-selected and parent-delivered reading interventions. Journal of Behavioral Education, 21(4), 295–314. https://doi.org/10.1007/s10864-012-9149-x
  • Doǧanay Bilgi, A. (2020). Evaluating the effect of parent reading interventions on improving reading fluency of students with reading difficulties. Behavioral Interventions, 35(2), 217-233. https://doi.org/10.1002/bin.1708
  • Dowhower, S. L. (1987). Effects of repeated reading on second-grade transitional readers’ fluency and comprehension. Reading Research Quarterly, 22(4), 389-406. https://doi.org/10.2307/747699
  • Dündar, H., & Akyol, H. (2014). A case study regarding definition and solution of reading and comprehensive problems. Education and Science, 39(171), 361-377.
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There are 78 citations in total.

Details

Primary Language Turkish
Subjects Mental Disability Education
Journal Section Articles
Authors

Murat Hikmet Açıkgöz 0000-0001-7315-907X

Mine Sönmez Kartal 0000-0002-8594-0485

Early Pub Date March 26, 2024
Publication Date May 15, 2024
Submission Date February 22, 2023
Acceptance Date December 26, 2023
Published in Issue Year 2024 Issue: 61

Cite

APA Açıkgöz, M. H., & Sönmez Kartal, M. (2024). Bir Annenin Akıcı Okuma Stratejilerini Kullanması: AKOSEP’in Etkileri. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi(61), 187-213. https://doi.org/10.9779/pauefd.1255040