lisans Ana Dili Eğitimi Dergisi 2147-6020 Mehmet KURUDAYIOĞLU 10.16916/aded.1654730 Turkish Education Türkçe Eğitimi The Impact of Self-management Strategies on the Reading Comprehension Skills of Students with Specific Learning Disabilities Kendini Yönetme Stratejilerinin Özel Öğrenme Güçlüğü Olan Öğrencilerin Okuduğunu Anlama Becerilerine Etkisi https://orcid.org/0009-0003-9738-4492 Avcı Serap Leyla Bayram İlkokulu https://orcid.org/0000-0002-4120-7302 İlker Özlem BİRUNİ ÜNİVERSİTESİ 07 24 2025 13 3 760 785 03 10 2025 07 23 2025 Copyright © 2013, Journal of Mother Tongue Education 2013 Journal of Mother Tongue Education

This study examines the impact of self-management strategies on both the reading comprehension skills and self-efficacy perceptions of students with specific learning disabilities (SLD). The study was conducted using an inter-participant multiple probe design across subjects with three students diagnosed with SLD who were enrolled in primary school. The dependent variable was reading comprehension skills; the independent variable was self-management strategy instruction. Data were collected through SOBAT-II, the Reading Comprehension Self-efficacy Scale, Self-Management Strategies Criterion-Referenced Checklist, and social validity forms. Graphical and descriptive analyses were used. Findings indicated that self-management strategies effectively improved students’ reading comprehension skills and that students maintained use of these strategies at 1, 3, and 5 weeks post-instruction. Self-efficacy perceptions also increased significantly. Social validity findings indicated that both students and teachers found the strategies beneficial and applicable. This study underscores the value of self-management strategies in reading interventions for students with SLD and offers practical implications for implementation in educational contexts.

Araştırmanın amacı, özel öğrenme güçlüğü (ÖÖG) tanısı almış öğrencilerde kendini yönetme stratejilerinin, okuduğunu anlama becerileri ve bu beceriye yönelik öz yeterlik algıları üzerindeki etkisini incelemektir. Araştırma, ilkokulda öğrenim gören üç ÖÖG tanılı öğrenciyle katılımcılar arası yoklama evreli çoklu yoklama modeliyle yürütülmüştür. Bağımlı değişken okuduğunu anlama becerisi, bağımsız değişken kendini yönetme stratejileri öğretimidir. Veri toplama araçları olarak SOBAT-II, Okuduğunu Anlama Öz Yeterlik Algısı Ölçeği, Kendini Yönetme Stratejileri Ölçüt Bağımlı Ölçüt Aracı ve sosyal geçerlik formları kullanılmıştır. Veriler, grafiksel analiz ve betimsel analiz teknikleriyle değerlendirilmiştir. Bulgular, kendini yönetme stratejileri öğretiminin öğrencilerin okuduğunu anlama becerilerini geliştirmede etkili olduğunu; öğretimden sonraki 1., 3. ve 5. haftalarda öğrencilerin bu stratejileri kullandıklarını göstermektedir. Ayrıca, öğrencilerin öz yeterlik algılarında anlamlı artışlar gözlemlenmiştir. Sosyal geçerlik bulguları, hem öğrencilerin hem de öğretmenlerin stratejiyi faydalı ve uygulanabilir bulduklarını ortaya koymuştur. Araştırma, ÖÖG olan öğrencilere yönelik okuma müdahalelerinde kendini yönetme stratejilerinin kullanılmasının önemine dikkat çekmekte ve bu stratejilerin öğretmenler tarafından uygulanabilirliği üzerine öneriler sunmaktadır.

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