Öğrenme Güçlüğünde Yazılı Anlatımı Desteklemek: Strateji Öğretimi

Abstract

Yazılı anlatım, okuryazarlık gelişiminin önemli kazanımlarından birisidir. Yazılı anlatım sürecinde bireyin üretici konuma geçerek bilgisini, deneyimlerini ve hayal gücünü farklı metin yapılarına göre düzenlenmiş bir şekilde aktarması gerekmektedir. Bu süreçte birden çok bilişsel beceri etkin biçimde kullanılır. Öğrenme güçlüğü olan pek çok öğrenci yazılı anlatımda sorunlar yaşamaktadır. Alanyazında var olan araştırmalar ve uygulamalar incelendiğinde öğrenme güçlüğü olan öğrencilerin yazılı anlatım becerilerinin, okuma akıcılığı ve okuduğunu anlama gibi akademik becerilerine göre daha az desteklendiği görülmektedir. Bu derleme çalışmasının amacı öğrenme güçlüğü olan öğrencilerin yazılı anlatım becerisinde yaşadıkları güçlükleri ve nedenlerini betimleyerek yazılı anlatım becerilerinin önemine dikkat çekmek ve desteklenmesine yönelik etkili bir yöntem olan strateji öğretimini örnekler ile açıklamaktır. Strateji öğretimi, yazılı anlatımın farklı aşamalarına ya da bütününe yönelik öğrencilerin planlama, yazma ve gözden geçirme aşamalarında becerilerini geliştirmeyi hedeflemektedir. Strateji öğretimleri, öğrenme güçlüğü olan çocuklar için açık bir şekilde model olunmasına ve sık tekrarlar yapılabilmesine olanak veren Kendini Düzenleme Stratejilerinin Gelişimi öğretim modeline göre yürütüldüğünde önemli kazanımların sağlandığı görülmektedir. Etkili bulunmuş stratejilerin öğretiminin yapılmasıyla ve yazma öncesi planlama, planları yazıya geçirme ve metni gözden geçirme aşamalarının öğrencilere kazandırılması ile daha nitelikli yazılı ürünlerin oluşturması olanaklıdır. Bu çalışma ile ebeveynlerin, alanda çalışan öğretmen ve uzmanların öğrenme güçlüğü olan öğrencilerin yazılı anlatım becerilerinin desteklenmesine ilişkin farkındalıklarının arttırılması, bu konuda yapılacak uygulama ve araştırmalara katkı sağlanması amaçlanmıştır.

Keywords

• Yazma
• yazılı anlatım
• strateji öğretimi
• üştbilişsel strateji
• öğrenme güçlüğü

Supporting Written Expression Skills of Students with Learning Disabilities: Strategy Instruction

Abstract

Written expression is one of the highest achievements of literacy. During the writing process students should use their background knowledge, experiences and imagination to become productive and write them in an organization according to a text structure. Many different cognitive skills are required to use actively during writing a text. Students with learning disabilities experience difficulties in writing. Studies conducted with learning disabilities show there are fewer studies on written expression skills than other academic skills such as reading fluency and reading comprehension. The aim of this review study is to describe the difficulties students with learning disabilities experience in written expression, explaining the reasons behind those difficulties, emphasizing the importance of written expression skills and giving examples of effective strategy instruction methods towards writing skills. Strategy instruction aims to develop the writing skills of students during the planning, writing and revising phases of written expression process. Significant improvements have seen in studies conducting strategy instruction according to the SRSD teaching model which presents opportunities for frequent practice and explicit modeling to students with learning disabilities.It is possible to teach how to write more qualified written products by teaching effective strategies according to the phases of the writing process. With this study, it is aimed to increase the awareness of parents, teachers and experts working in the field about supporting the written expression skills of students with learning disabilities and to contribute to the education of children.

Keywords

• writing
• written expression
• learning disabilities
• strategy instruction
• metacognitice strategies

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