Düşük Okuma Başarısı Gösteren Çocuklarda Okuma, Sesbilgisel Farkındalık, Hızlı İsimlendirme ve Çalışma Belleği Becerilerinin İncelenmesi

Year 2020, Volume: 53 Issue: 1, 209 - 240, 01.04.2020

Çağlayan Pınar Demirtaş Cevriye Ergül

https://doi.org/10.30964/auebfd.479111

Cited By: 3

Abstract

Okuma becerileri akademik başarının temelini oluşturmaktadır. Bu nedenle, çocukların okumada yaşadıkları güçlüklere neden olan faktörlerin belirlenmesi önemlidir. Okuma becerilerinin gelişiminde etkili çok sayıda beceriden söz edilmekle birlikte, sesbilgisel farkındalık, hızlı isimlendirme ve çalışma belleği becerilerinin okuma başarısında diğerlerine göre daha etkili olduğu bildirilmektedir. Okumada yaşanan güçlüklerin nedenlerine yönelik çalışmalar erken müdahale programlarının planlanması açısından önemli görülmektedir. Bu çalışmada düşük okuma başarısı gösteren birinci sınıf çocukların sözcük okuma, sesbilgisel farkındalık, hızlı isimlendirme ve çalışma belleği becerileri ile bu beceriler arasındaki ilişkiler ortalama okuma başarısına sahip akranları ile karşılaştırmalı olarak incelenmiştir. Çalışmaya birinci sınıfa devam eden düşük okuma başarısı gösteren 35 çocuk ile ortalama okuma başarısı gösteren 35 çocuk katılmıştır. Çocukların sözcük okuma performansları Kelime Okuma Testi (KOBİT) kullanılarak değerlendirilirken, sesbilgisel farkındalık düzeyleri Erken Okuryazarlık Testi (EROT), hızlı isimlendirme becerileri Hızlı İsimlendirme Testi ve çalışma belleği performansları Çalışma Belleği Ölçeği kullanılarak değerlendirilmiştir. yapılan analizlerde  grupların ilgili becerilerdeki performanslarını karşılaştırmak amacıyla tek yönlü varyans analizi (ANOVA) ve Mann-Whitney U testi; beceriler arasındaki ilişkileri incelemek amacıyla ise Spearman Brown Sıra Farkları Korelasyon Katsayısı kullanılmıştır. Sonuçlar düşük okuma başarısı gösteren çocukların ortalama okuma başarısı gösteren akranlarından önemli düzeyde daha düşük performans sergilediklerini ve beceriler arasından orta ve yüksek düzeyde ilişkiler olduğunu göstermiştir. Elde edilen sonuçlar alanyazın ve uygulamalar açısından tartışılmıştır.

Keywords

Düşük okuma başarısı, ortalama okuma başarısı, sesbilgisel farkındalık, hızlı isimlendirme, çalışma belleği

Investigation of Reading, Phonological Awareness, Rapid Naming and Working Memory Skills in Children with Low Reading Success

Abstract

Reading skills form the basis of academic achievement. Therefore, it is important to identify the factors that cause children's difficulties in reading. Although there are many skills that are effective in the development of reading skills, phonological awareness, rapid naming, and working memory skills are reported to be more effective in reading achievement than others. Studies on the causes of reading problems are considered important for the planning of early intervention programs. In the present study, first grade children with low reading achievement were compared with their peers with average reading achievement, and it was examined that the relationship between reading, phonological awareness, rapid naming and working memory skills and these skills were examined. The study included 35 children with low reading achievement and 35 children with average reading achievement who attended first grade. Participating children were evaluated using Word Reading Test, Early Literacy Test, Rapid Naming Test, and Working Memory Scale. In the analysis of the data, one-way analysis of variance (ANOVA) and Mann-Whitney U test were used to compare the performance of the groups in related skills, Spearman Brown Sequence Correlation Coefficient was used to examine the relationships between the variables. Results showed that children with low reading achievement had significantly underperformed than their peers with average reading achievement and there are medium and high level relationships between the variables. The results were discussed in terms of future research and practice.

Keywords

Low reading achievement, average reading achievement, , phonological awareness, rapid naming, working memory

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