Okuma Eğitiminde Okuma Teorileri

Leyla Tercanlıoğlu; Oktay Akarsu

Reading Theories in Reading Education / Okuma Eğitiminde Okuma Teorileri

Year 2012, Volume: 16 Issue: 3, 59 - 72, 26.04.2013

Abstract

Abstract: Reading has been an important concept throughout the history. Reading
drawing the attention of the experts is of great importance. Some read for specific
purposes such as academic whereas the others read just for pleasure. Regardless of what
purpose it is, reading is a process and skill that can be improved. Each person has his/her
own reading habit and methods. This study reviews an overall theoretical framework
of reading. In this respect, nine different predominant theories in reading and reading
education throughout the history will be examined in detail. Reading has been remarkably
important today and unconscious reading strategies cause too much waste of time. This
article aims to assist learners and instructors to overcome difficulties in reading and
streamline reading habits.
Keywords: Reading, reading theories, reading education.

Öz: Okuma tarih boyunca önemli bir olgu olmuştur. Tarih boyunca uzmanların ilgisini
çeken okuma, günümüzde de çok büyük öneme sahiptir. Bazı insanlar akademik gibi özel
amaçlar için okurken bazıları sadece vakit geçirmek için okumaktadır. Her ne sebeple olursa
olsun, okuma geliştirilebilen bir süreç ve beceridir. Her insanın kendine özgü okuma
alışkanlığı ve yöntemleri vardır. Bu makale, okumayla ilgili kapsamlı bir teorik çerçeveyi
ele almaktadır. Bu bağlamda, tarih boyunca, okuma ve okuma eğitimindeki dokuz farklı
temel teori detaylı bir şekilde ele alınacaktır. Okuma günümüzde son derece önemlidir
ve bireylerin bilinçsiz okuma stratejileri oldukça fazla zaman kaybına sebep olmaktadır.
Bu makale, öğrencilere ve öğreticilere okuma zorluklarının üstesinden gelmede ve okuma
alışkanlıklarını geliştirmede yardımcı olmayı amaç edinmektedir.
Anahtar Kelimeler: Okuma, okuma teorileri, okuma eğitimi

Keywords

References

Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
Aebersold, J.A. & Field. M. L. (1997). From Reader to Reading Teacher. Issues and strategies for second language classrooms. Cambridge University Press.
Anderson, R. C. & Pearson, P. D. (1984) “A schema-theoretic view of basic processes in reading”. In P.D. Pearson (Ed.). Handbook of reading research (Vol.1, pp.185-224). New York: Longman.
Ball, E. W. & Blachman, B. A. (1991). “Does phoneme awareness training in kindergarten make a difference in early word recognition and developmental spelling?” Reading Research Quarterly, 26, 49– 66.
Beach, R. (1993). A teachers’ introduction to reader response theories. Urbana, IL: National Council of Teachers of English.
Bigge, M. L. & Shermis, S. S. (1992). Learning theories for teachers (5th ed.). New York: HarperCollins
Bryne, B. (1992). “Studies for the acquisition procedure for reading: Hypotheses and data”. In P.B.Gough, L.C. Ehri, & R. Treiman. (Eds) Reading acquisition. (pp. 4-15) New Jersey: Lawrance Erlbaum Associates.
Carver, R. P. (1977). “Toward a theory of reading and raiding”. Reading Research Quarterly, 13, 8– 63.
Coltheart, M., Curtis, B., Atkins, P. & Haller, M. (1993). “Models of reading aloud: Dual-route and parallel-distributed-processing approaches”. Psychological Review, 100(4), 589– 608.
Darch, C., & Kameenui, E. J. (1987). “Teaching LD students critical reading skills: A systematic replication”. Learning Disability Quarterly, 10, 82– 91.
Ehri. L. C. (1994). “Development of the ability to read words: Update”. In R.B. Ruddell. M. R. Ruddell & H. Singer (Eds). Theoritical models and processes of reading (pp.323-358). Delaware: International Reading Association.
Gee, J.P. (1996). Social linguistics and literacies: Ideology in discourses. London: Taylor & Francis.
Goodman, K. S. (1967). “Reading: A psycholinguistic guessing game”. Journal of the Reading Specialist, 6, 126– 135.
Gutek, G. L. (1972). A history of the Western educational experience. Prospect Heights, IL: Waveland Press.
Harris, R. (2005) Rethinking Writing. London, GBR: Continuum International Publishing. Doc?id=10224753&ppg=231 from
http://site.ebrary.com/lib/ataturk/
Irvin, J.L. (1990). Reading and the middle school student: Strategies to enhance literacy. Boston: Allyn & Bacon.
Kingham, P. H. (2003). Developmental approaches to reading comprehension in children with reading difficulties. Retrieved from http://espace.library.curtin.edu.au/ R/?func=dbin-jump-full&object_id=13398&local_base=GEN01-ERA02
Kintsch, W. (1994). “The role of knowledge in discourse comprehension: A construction– integration model”. In R. B. Ruddell, M. R. Ruddell, & H. Singer (Eds.), Theoretical models and processes of reading (4th ed., pp. 951– 995). Newark, DE: International Reading Association.
Lipson, M. Y., Mosenthal, J. H. & Mekkelsen, J. (1999).”The nature of comprehension among grade 2 children : Variability in retellings as a function of development, text,and task”. In T. Shanahan & F. V. Rodriguez-Brown (Eds.), Forty-eighth yearbook of the National Reading Conference ( p p .1 0 4 - 119). Chicago, IL: National Reading Conference.
Lyon, G. R. (1997). Report on learning disabilities research. (Adapted from testimony by Dr. Reid Lyon before the Committee on Education and the Workforce in the U.S. House of Representatives on July 10, 1997). Retrieved from
http://www.ldonline.org/article/6339
Moorman, K. & Ram, A. (1994) “Integrating Creativity and Reading: A Functional Approach”. In The Sixteenth Annual Conference of the Cognitive Science Society (CogSci-94), Atlanta, GA, August. Retrieved from QUESTIA database.
Piaget, J. (1969). The psychology of the child (H. Weaver, Trans.) New York: Basic Books.
RAND Reading Study Group. (2002). Reading for understanding: Towards an R&D program in reading comprehension. Retrieved from http://www.rand.org/ pubs/monograph-_reports/2005/MR1465.pdf
Rumelhart, D. E. (1977). Toward an interactive model of reading. In S. Dornic (Ed.), Attention and performance VI (Vol. 6, pp. 573– 603). Hillsdale, NJ: Erlbaum.
Rumelhart, D. E., & McClelland, J. L. (Eds.). (1986). Parallel distributed processing: Vol. 1. Foundations. Cambridge, MA: MIT Press.
Snow, C. E., Burns, S. M., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC. National Academy Press.
Stanovich, K. E. (1980). “Toward an interactive-compensatory model of individual differences in the development of reading fluency”. Reading Research Quarterly, 16, 32– 71.
Thorndike, E. (1917). “Reading as reasoning: A study of mistakes in paragraph reading”. Reading Research Quarterly, Vol. 6, No. 4 (Summer, 1971), pp. 425-434. International Reading Association. Retrieved from http://www.jstor.org/ stable/746938?seq=7
Torgesen, J. K. (2002). “The prevention of reading difficulties”. Journal of School of Psychology, 40(1), 7-26.
Tracey, D. H. (1995). Family literacy: Overview and synthesis of an ERIC search. In K. A. Hinchman, D. J. Leu, & C. K. Kinzer (Eds.), Perspectives on literacy research and practice: Forty-fourth yearbook of the National Reading Conference (pp. 280– 288). Chicago: National Reading Conference.
Tracey, D. H. (2006). Lenses on Reading : An Introduction to Theories and Models. New York, NY, USA: Guilford Press. Retrieved from EBRARY database.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: MIT Press.
Wolf, M. & Bowers, P. (1999). “The ‘double-deficit hypothesis’ for the developmental dyslexias”. Journal of Educational Psychology, 91(3), 1– 24.
Woolfolk, A. E. (1998). Educational psychology (7th ed.). Boston: Allyn & Bacon.

Okuma Eğitiminde Okuma Teorileri

Year 2012, Volume: 16 Issue: 3, 59 - 72, 26.04.2013

Leyla Tercanlıoğlu Oktay Akarsu

Abstract

Okuma tarih boyunca önemli bir olgu olmuştur. Tarih boyunca uzmanların ilgisini
çeken okuma, günümüzde de çok büyük öneme sahiptir. Bazı insanlar akademik gibi özel
amaçlar için okurken bazıları sadece vakit geçirmek için okumaktadır. Her ne sebeple olursa
olsun, okuma geliştirilebilen bir süreç ve beceridir. Her insanın kendine özgü okuma
alışkanlığı ve yöntemleri vardır. Bu makale, okumayla ilgili kapsamlı bir teorik çerçeveyi
ele almaktadır. Bu bağlamda, tarih boyunca, okuma ve okuma eğitimindeki dokuz farklı
temel teori detaylı bir şekilde ele alınacaktır. Okuma günümüzde son derece önemlidir
ve bireylerin bilinçsiz okuma stratejileri oldukça fazla zaman kaybına sebep olmaktadır.
Bu makale, öğrencilere ve öğreticilere okuma zorluklarının üstesinden gelmede ve okuma
alışkanlıklarını geliştirmede yardımcı olmayı amaç edinmektedir

Keywords

Okuma, okuma teorileri, okuma eğitimi

References

Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
Aebersold, J.A. & Field. M. L. (1997). From Reader to Reading Teacher. Issues and strategies for second language classrooms. Cambridge University Press.
Anderson, R. C. & Pearson, P. D. (1984) “A schema-theoretic view of basic processes in reading”. In P.D. Pearson (Ed.). Handbook of reading research (Vol.1, pp.185-224). New York: Longman.
Ball, E. W. & Blachman, B. A. (1991). “Does phoneme awareness training in kindergarten make a difference in early word recognition and developmental spelling?” Reading Research Quarterly, 26, 49– 66.
Beach, R. (1993). A teachers’ introduction to reader response theories. Urbana, IL: National Council of Teachers of English.
Bigge, M. L. & Shermis, S. S. (1992). Learning theories for teachers (5th ed.). New York: HarperCollins
Bryne, B. (1992). “Studies for the acquisition procedure for reading: Hypotheses and data”. In P.B.Gough, L.C. Ehri, & R. Treiman. (Eds) Reading acquisition. (pp. 4-15) New Jersey: Lawrance Erlbaum Associates.
Carver, R. P. (1977). “Toward a theory of reading and raiding”. Reading Research Quarterly, 13, 8– 63.
Coltheart, M., Curtis, B., Atkins, P. & Haller, M. (1993). “Models of reading aloud: Dual-route and parallel-distributed-processing approaches”. Psychological Review, 100(4), 589– 608.
Darch, C., & Kameenui, E. J. (1987). “Teaching LD students critical reading skills: A systematic replication”. Learning Disability Quarterly, 10, 82– 91.
Ehri. L. C. (1994). “Development of the ability to read words: Update”. In R.B. Ruddell. M. R. Ruddell & H. Singer (Eds). Theoritical models and processes of reading (pp.323-358). Delaware: International Reading Association.
Gee, J.P. (1996). Social linguistics and literacies: Ideology in discourses. London: Taylor & Francis.
Goodman, K. S. (1967). “Reading: A psycholinguistic guessing game”. Journal of the Reading Specialist, 6, 126– 135.
Gutek, G. L. (1972). A history of the Western educational experience. Prospect Heights, IL: Waveland Press.
Harris, R. (2005) Rethinking Writing. London, GBR: Continuum International Publishing. Doc?id=10224753&ppg=231 from
http://site.ebrary.com/lib/ataturk/
Irvin, J.L. (1990). Reading and the middle school student: Strategies to enhance literacy. Boston: Allyn & Bacon.
Kingham, P. H. (2003). Developmental approaches to reading comprehension in children with reading difficulties. Retrieved from http://espace.library.curtin.edu.au/ R/?func=dbin-jump-full&object_id=13398&local_base=GEN01-ERA02
Kintsch, W. (1994). “The role of knowledge in discourse comprehension: A construction– integration model”. In R. B. Ruddell, M. R. Ruddell, & H. Singer (Eds.), Theoretical models and processes of reading (4th ed., pp. 951– 995). Newark, DE: International Reading Association.
Lipson, M. Y., Mosenthal, J. H. & Mekkelsen, J. (1999).”The nature of comprehension among grade 2 children : Variability in retellings as a function of development, text,and task”. In T. Shanahan & F. V. Rodriguez-Brown (Eds.), Forty-eighth yearbook of the National Reading Conference ( p p .1 0 4 - 119). Chicago, IL: National Reading Conference.
Lyon, G. R. (1997). Report on learning disabilities research. (Adapted from testimony by Dr. Reid Lyon before the Committee on Education and the Workforce in the U.S. House of Representatives on July 10, 1997). Retrieved from
http://www.ldonline.org/article/6339
Moorman, K. & Ram, A. (1994) “Integrating Creativity and Reading: A Functional Approach”. In The Sixteenth Annual Conference of the Cognitive Science Society (CogSci-94), Atlanta, GA, August. Retrieved from QUESTIA database.
Piaget, J. (1969). The psychology of the child (H. Weaver, Trans.) New York: Basic Books.
RAND Reading Study Group. (2002). Reading for understanding: Towards an R&D program in reading comprehension. Retrieved from http://www.rand.org/ pubs/monograph-_reports/2005/MR1465.pdf
Rumelhart, D. E. (1977). Toward an interactive model of reading. In S. Dornic (Ed.), Attention and performance VI (Vol. 6, pp. 573– 603). Hillsdale, NJ: Erlbaum.
Rumelhart, D. E., & McClelland, J. L. (Eds.). (1986). Parallel distributed processing: Vol. 1. Foundations. Cambridge, MA: MIT Press.
Snow, C. E., Burns, S. M., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC. National Academy Press.
Stanovich, K. E. (1980). “Toward an interactive-compensatory model of individual differences in the development of reading fluency”. Reading Research Quarterly, 16, 32– 71.
Thorndike, E. (1917). “Reading as reasoning: A study of mistakes in paragraph reading”. Reading Research Quarterly, Vol. 6, No. 4 (Summer, 1971), pp. 425-434. International Reading Association. Retrieved from http://www.jstor.org/ stable/746938?seq=7
Torgesen, J. K. (2002). “The prevention of reading difficulties”. Journal of School of Psychology, 40(1), 7-26.
Tracey, D. H. (1995). Family literacy: Overview and synthesis of an ERIC search. In K. A. Hinchman, D. J. Leu, & C. K. Kinzer (Eds.), Perspectives on literacy research and practice: Forty-fourth yearbook of the National Reading Conference (pp. 280– 288). Chicago: National Reading Conference.
Tracey, D. H. (2006). Lenses on Reading : An Introduction to Theories and Models. New York, NY, USA: Guilford Press. Retrieved from EBRARY database.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: MIT Press.
Wolf, M. & Bowers, P. (1999). “The ‘double-deficit hypothesis’ for the developmental dyslexias”. Journal of Educational Psychology, 91(3), 1– 24.
Woolfolk, A. E. (1998). Educational psychology (7th ed.). Boston: Allyn & Bacon.

There are 36 citations in total.

Details

Primary Language	en;tr
Journal Section	Makaleler
Authors	Leyla Tercanlıoğlu This is me Oktay Akarsu This is me
Publication Date	April 26, 2013
Published in Issue	Year 2012 Volume: 16 Issue: 3

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APA	Tercanlıoğlu, L., & Akarsu, O. (2013). Okuma Eğitiminde Okuma Teorileri. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 16(3), 59-72.

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