TY  - JOUR
T1  - Farklı Metin Türlerinde Okuduğunu Anlama Becerilerinin Zihin Kuramı Becerileri Açısından İncelenmesi
TT  - Examining Reading Comprehension Skills in Different Text Types in Terms of Theory of Mind Skills
AU  - Elalmış, Serpil
AU  - Çetinkaya, Fatih Çetin
PY  - 2025
DA  - November
Y2  - 2025
DO  - 10.55008/te-ad.1706385
JF  - Temel Eğitim Araştırmaları Dergisi
JO  - TEAD
PB  - Marmara University
WT  - DergiPark
SN  - 2791-6391
SP  - 139
EP  - 158
VL  - 5
IS  - 2
LA  - tr
AB  - Amaç: Çalışmada zihin kuramının hikâye edici ve bilgi verici metinlerde okuduğunu anlama becerileri üzerindeki etkisi kelime hazinesi, sözel çalışma belleği ve dikkat becerileri de dâhil edilerek incelemiştir.Yöntem ve Araçlar: Çalışma ilişkisel tarama modelinde gerçekleştirilmiştir. Kolay örnekleme yöntemiyle belirlenen çalışma grubunu Türkiye’den 148 ilkokul üçüncü sınıf öğrencisi oluşturmaktadır. Çalışmanın verileri Yanlış Analiz Envanteri, Zihin Kuramı Görevleri, Kelime Bilgisi Ölçeği, Anlamsız Sözcük Tekrarı Listesi ve Bourdon Dikkat Testi kullanılarak toplanmıştır. Veriler basit doğrusal ve çoklu doğrusal regresyon analizi kullanılarak analiz edilmiştir.Sonuçlar: Zihin kuramı becerisi tek başına hikâye edici ve bilgi verici metinlerde okuduğunu anlama becerisini yordamaktadır. Ancak analize diğer değişkenler dâhil edildiğinde zihin kuramı becerilerinin hikaye edici metinde okuduğunu anlama becerisinin anlamlı bir yordayıcısı olduğu görülürken bilgi verici metinde okuduğunu anlama becerisinin anlamlı bir yordayıcısı olmadığı görülmektedir. Hikâye edici metinde okuduğunu anlama becerisi ile zihin kuramı arasında, bilgi verici metinde okuduğunu anlama becerisi ile kelime hazinesi değişkeni arasında diğer değişkenlere kıyasla daha yüksek bir ilişkinin olduğu görülmektedir.
KW  - Dikkat
KW  - kelime hazinesi
KW  - okuduğunu anlama becerileri
KW  - sözel çalışma belleği
KW  - zihin kuramı becerileri.
N2  - Purpose: In the study, the effects of theory of mind on reading comprehension skills in narrative and informational texts were examined by including vocabulary, verbal working memory and attention skills. Method and Materials: The study was conducted in the relational survey model. The study group, which was determined by convenience sampling method, consisted of 148 third grade primary school students from Turkey. The data of the study were collected using the Inaccurate Analysis Inventory, Theory of Mind Tasks, The Vocabulary Scale, Nonword Repetition List and Bourdon Attention Test. Data were analyzed using simple linear and multiple linear regression analysis.Results: Theory of mind skill alone predicts reading comprehension skills in narrative and informational texts. However, when other variables are included in the analysis, it is seen that ToM skills are a significant predictor of reading comprehension skills in narrative texts, but not in informative texts. It is seen that there is a stronger relationship between reading comprehension skills in narrative text and theory of mind, and between reading comprehension skills in informative text and vocabulary variable compared to other variables.
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