Öz Düzenlemeli Müdahale Paketinin Öğrenme Güçlüğü Olan Öğrencinin Yazma Becerilerine Etkisi

Abstract

Çalışmada öz düzenlemeli müdahale paketinin öğrenme güçlüğü olan bir öğrencinin yazma becerilerine etkisinin incelenmesi amaçlanmıştır. Bu amaç doğrultusunda öğrenme güçlüğü olan bir altıncı sınıf öğrencisinin öykü unsurlarına, kâğıt düzenine ve noktalama işaretlerine uygun metin yazma davranışlarının desteklenmesinde öz düzenleme stratejilerinin kullanımına yer verilmiştir. Araştırma modeli olarak tek denekli araştırma modellerinden davranışlar arası çoklu başlama modeli kullanılmıştır. Katılımcının öykü unsurlarına, kâğıt düzenine ve noktalama işaretlerine uygun öykü yazma davranışlarının kazandırılması hedeflenmiştir. Hedef davranışların edindirilmesi için hikâye haritası, ipucunun silikleştirilmesi, doğrudan öğretim ve öz düzenleme stratejileri kullanılmıştır. Hedeflenen davranışların edinilme süreçleri; öykü unsurlarına uygun metin yazma için dört oturum, kâğıt düzenine uygun metin yazma için altı oturum ve noktalama işaretlerine uygun metin yazma için on oturum sürmüştür. Çalışmanın sonuçları çalışmanın katılımcısının öykü unsurlarına uygun metin yazma, kâğıt düzenine uygun metin oluşturma ve noktalama işaretlerini kullanarak metin yazma davranışlarının arttığını ortaya koymaktadır. Elde edilen bulgular alan yazını çerçevesinde tartışılmış ve önerilere yer verilmiştir.

Keywords

• öğrenme güçlüğü
• yazma güçlüğü.
• öykü yazma
• Kâğıt düzeni
• noktalama işaretleri

The Effect of the Self-Regulated Intervention Package on the Writing Skills of Students with Learning Disabilities

Abstract

This study examined the effect of a self-regulation intervention package on the writing skills of a student with learning disabilities. To this end, self-regulation strategies were employed to support the student's writing behaviors in terms of narrative elements, paper layout and punctuation. A multiple baseline design across behaviors, one of the single-subject research models, was employed. Story maps, fading prompts, direct instruction and self-regulation strategies were employed to encourage the acquisition of the target behaviors. The results reveal that the participant's behaviors relating to writing texts appropriate to story elements, creating texts appropriate to paper layout and writing texts using punctuation marks increased. The acquisition processes for the targeted behaviors lasted four sessions for writing texts appropriate to story elements, six sessions for writing texts appropriate to paper layout and ten sessions for writing texts using punctuation marks. The findings were discussed within the framework of the literature, and recommendations were made.

Keywords

• Learning disabilities
• paper layout
• punctuation marks
• story writing
• writing disabilities.

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