lisans Ana Dili Eğitimi Dergisi 2147-6020 Mehmet KURUDAYIOĞLU 10.16916/aded.969532 Other Fields of Education Alan Eğitimleri Postmodern Metinlerden Okuduğunu Anlama Doğrudan ve Dolaylı İlişkiler Modeli The Direct and Indirect Relations Model of Reading Comprehension on Postmodern Text https://orcid.org/0000-0002-6884-992X Esmer Barış SİNOP ÜNİVERSİTESİ https://orcid.org/0000-0002-5914-299X Ulusoy Mustafa GAZI UNIVERSITY, GAZİ FACULTY OF EDUCATION 10 29 2021 9 4 1242 1263 07 10 2021 09 10 2021 Copyright © 2013, Journal of Mother Tongue Education 2013 Journal of Mother Tongue Education

Bu araştırmada ilkokul 4. sınıfta öğrenim gören öğrencilerin postmodern metinleri anlamada sesli ve sessiz akıcı okuma, okur benlik algısı, okumaya adanmışlık ve metne yönelik tepki düzeyleri arasındaki doğrudan ve dolaylı ilişkileri test etmek amaçlanmıştır. Araştırmada okuduğunu anlama bağımlı; sesli/sessiz akıcı okuma ve okur benlik algısı bağımsız; okuyucu tepkileri ve okumaya adanmışlık ise bağımsız aracı değişken olarak ele alınmıştır. Araştırma ilişkisel tarama modelinde yürütülmüştür. Çalışma grubunu Ankara ilinde ilkokullarda öğrenim gören 349 ilkokul 4. sınıf öğrencisi oluşturmaktadır. Veriler Boşluk Doldurma Tekniği (BDT) testi, postmodern metin okuduğunu anlama testi, sessiz akıcı okuma testi, yanlış analiz envanteri, okuma prozodisi rubriği okur benlik algısı ölçeği ve okuyucu tepkileri yönergesi ile toplanmıştır. Veriler SPSS 22 ve AMOS 22 programları ile analiz edilmiştir. Araştırmada, postmodern metinlerden okuduğunu anlama yapısal regresyon modelinin mükemmel uyum değerlerine [(χ2[31] = 40,311; χ2/sd = 1,300, p = .122; GFI = ,98; AGFI = ,957; SRMR = ,0347; RMSEA = ,029; CFI = ,992; TLI = ,985; NFI = ,966)] sahip olduğu belirlenmiştir. Model; postmodern metinlerden okuduğunu anlama varyansın %81’ini açıklamaktadır. Bulgular, sessiz akıcı okuma postmodern metinlerden okuduğunu anlamanın, doğrudan, anlamlı ve en güçlü yordayıcısı olduğunu; sesli akıcı okumanın okumaya adanmışlık aracılığıyla okuduğunu anlamayı dolaylı olarak anlamlı şekilde yordadığını göstermektedir. Bunun yanı sıra okuyucu tepkilerinin sesli akıcı okuma ile okuduğunu anlama arasında tam ve anlamlı aracılık yaptığı; akıcı okuma, okumaya adanmışlık, okur benlik algısı ve okuyucu tepkileri birlikte okuduğunu anlama becerilerini geniş düzeyde etkilediği belirlenmiştir.

In the present study, we examined the direct and indirect relations of postmodern text of reading comprehension, silent and oral reading fluency, reading engagement, reading self-concept, and students’ response to picture books. Furthermore, we address the mediating role of reading engagement and children’s’ responses to picture books on reading comprehension. The sample consists of 349 4th grade Turkish elementary school students in public schools in Ankara. The data were collected with n postmodern reading comprehension tests, Cloze Tests, Silent Fluent Reading Tests, Reader Response Prompts, The Informal Reading Inventory, Multidimensional Fluency Scale, and The Reading Self-Concept Scale. Data were analyzed with SPSS 22 and AMOS 22. The results showed that (a) postmodern silent and oral reading fluency have positively, moderately and significantly related, and reading fluency (oral and silent) and reading self-concept poor and significantly related (b) postmodern reading comprehension model had an excellent fit, (c) Total amount of variance explained in reading comprehension was 81% for postmodern model, respectively, (d) silent reading fluency was the best predictor of postmodern reading comprehension and uniquely and directly related to (e) oral reading fluency made the largest contributions to reading engagement (f) reading engagement was the best predictor of students’ responses to postmodern texts (g) oral reading fluency indirectly affected reading comprehension via mediating role of reading engagement (h) students’ responses completely mediated the relations of oral reading fluency to reading comprehension in postmodern text (i) reading fluency, reading engagement and self-perception, and reader responses have largely effect size on reading comprehension.

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