Effect Of Understand-Answer Strategy Instruction On Reading Comprehension Of Students With Learning Disabilities

Year 2024, , 43 - 57, 31.03.2024

Fatih Öztürk , Alpaslan Karabulut

https://doi.org/10.38151/akef.2024.129

Abstract

The purpose of this research is to determine the effect of the Understand-Answer Strategy on the reading comprehension skills of students with learning disabilities. The research was carried out on students with a diagnosis of learning disability studying in secondary schools in Pendik, Istanbul, affiliated with the Ministry of National Education. The selected students are between the ages of 12 and 13, with two girls and one boy. The research was carried out with a single-subject design, a " multiple baseline across subjects model". The research findings have shown that the Understand-Answer Strategy is effective in improving the reading comprehension skills of students with learning difficulties. Furthermore, students who learned this strategy were able to provide correct answers to reading comprehension questions 1, 3, and 5 weeks after the end of the application, and it was observed that students who learned the strategy with different participants generalized their reading comprehension performance. According to the social validity findings, students and their families expressed positive views about the Understand-Answer Strategy.

Keywords

Cognitive Strategy, Learning Disability, Reading Comprehension

Ethical Statement

Bolu Abant Izzet Baysal University Social and Human Sciences Scientific Research Ethics Committee, Date 26.02.2020, Number: 2020/49.

Anla-Cevapla Stratejisi’nin Öğrenme Güçlüğü Olan Öğrencilerin Okuduğunu Anlama Becerisindeki Etkisi

Abstract

Bu araştırmada Anla-Cevapla Stratejisi’nin öğrenme güçlüğü olan öğrencilerin okuduğunu anlamadaki etkisini belirlemek amaçlanmıştır. Araştırmanın katılımcıları ortaokula devam eden öğrenme güçlüğü tanısı almış 12-13 yaş aralığındaki öğrencilerdir. Araştırmada tek denekli desenlerden “denekler arası çoklu yoklama deseni” kullanılmıştır. Araştırma bulguları, Anla-Cevapla Strateji’sinin öğrenme güçlüğü olan öğrencilerin okuduğunu anlama becerilerinde etkili olduğunu göstermiştir. Ayrıca bu stratejiyi öğrenen öğrencilerin, uygulama sona erdikten 1, 3 ve 5 hafta sonrasında okuduğunu anlama sorularına doğru cevap verdiklerini ve farklı katılımcılarla stratejiyi öğrenen öğrencilerin okuduğunu anlama performanslarını genellediği görülmüştür. Sosyal geçerlilik bulgularına göre öğrenciler ve aileleri Anla-Cevapla Stratejisine ilişkin olumlu görüş bildirmişlerdir.

Keywords

Bilişsel Strateji Öğretimi, Öğrenme Güçlüğü, Okuduğunu Anlama

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