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Öğrenme Güçlüğü Olan Öğrencilerin Okuma, Sözcük Bilgisi ve Sözel Bellek Performanslarının İncelenmesi

Year 2020, Volume: 53 Issue: 2, 751 - 780, 01.08.2020
https://doi.org/10.30964/auebfd.588849

Abstract

Bu araştırmanın amacı öğrenme güçlüğü olan ve olmayan ilkokul üçüncü sınıf öğrencilerinin okuduğunu anlama, sözcük bilgisi ve sözel çalışma belleği performanslarının (edimlerinin) karşılaştırılmalı olarak incelenmesidir. Bu amaçla çalışmada karşılaştırmalı betimsel araştırma modeli kullanılmıştır. Araştırmanın katılımcılarını ilkokul üçüncü sınıfa devam eden ve öğrenme güçlüğü tanısı olan 22 ve tipik gelişim gösteren 22 olmak üzere toplam 44 öğrenci oluşturmaktadır. Okumaya ilişkin verilerin toplanması için sınıf düzeyine uygun bir öyküleyici metin ve okuduğunu anlama soruları, Türkçe Okul Çağı Dil Gelişimi Testi’nin sözcük bilgisi alt testleri ile Çalışma Belleği Ölçeği’nin sözel kısa süreli bellek ve sözel çalışma belleği alt testleri kullanılmıştır. Gruplar arası farklılaşmalara ilişkin etki büyüklükleri hesaplanmış ve her iki grup için de değişkenler arası ilişkiler incelenmiştir. Sonuçlar öğrenme güçlüğü olan öğrencilerin okuduğunu anlama, okuma hızı, sözcük bilgisi ve sözel çalışma belleği değerlendirmelerinde tipik gelişim gösteren akranlarından anlamlı bir şekilde başarısız olduğunu göstermiştir. Her iki grupta da değişkenler arasında anlamlı ilişkiler bulunmuştur. Çalışmanın bulguları alanyazındaki bilgiler ışığında tartışılmıştır.

References

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  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author.
  • Baddeley, A. (2003). Working memory: looking back and looking forward. Nature Reviews Neuroscience, 4, 829–839.
  • Baddeley, A., & Logie, R. H. (1999). Working memory: The multiple-component model. In A. Miyake & P. Shah (Eds.), Models of working memory: Mechanisms of active maintenance and executive control (pp. 28–61). New York: Cambridge University Press.
  • Baddeley, A., Gathercole, S., & Papagno, C. (1998). The phonological loop as a language learning device. Psychological Review, 105(1), 158-173.
  • Begeny, J.C.,& Silber, J. M. (2006). An examination of group-based treatment packages for increasing elementary-aged students’ reading fluency. Psychology in the Schools, 43(2), 183-195.
  • Bohn-Gettler, C. M., & Kendou, P. (2014). The interplay of reader goals, working memory, and text structure during reading. Contemporary Educational Psychology, 39(3), 206-219.
  • Cain, K. (2006). Individual differences in children's memory and reading comprehension : an investigation of semantic and inhibitory deficits. Memory, 14(5), 553 -569.
  • Cain, K., & Oakhill, J. (2006). Profiles of children with specific reading comprehension difficulties. British Journal Of Educational Psychology, 76(4), 683-696.
  • Cain, K., Barnes, M. A., Bryant, P. E., & Oakhill, J. V. (2001). Comprehension skill, inference making ability and their relation to knowledge. Memory and Cognition, 29(6), 850-859.Cain, K., Oakhill, J., & Bryant, P. (2004). Children's Reading Comprehension Ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 96(1), 31-42.
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  • Calvo, M. G., Estevez, A., & Dowens, M. G. (2003). Time course of elaborative inferences in reading as a function of prior vocabulary knowledge. Learning and Instruction, 13(6), 611-631.
  • Catts, H. W., Adlof, S. M., & Weismer, S. E. (2006). Language deficits in poor comprehenders: A case for the simple view of reading. Journal of Speech, Language, and Hearing Research, 49, 278-293.
  • Chrysochoou, E., Bablekou, .Z, & Tsigilis N. (2011). Working memory contributions to reading comprehension components in middle childhood children. American Journal of Psychology, 124, 275-89.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.).Hillsdale, NJ: Lawrence Earlbaum Associates.
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  • Currie, N. K., & Cain, K. (2015). Children’s inference generation: The role of vocabulary and working memory. Journal of Experimental Child Psychology, 137, 57-75.
  • Delimehmet-Dada, Ş. (2017). Öğrenme güçlüğü olan ve olmayan öğrencilerin sözcük bilgisi ve okuduğunu anlama becerileri arasındaki ilişki. (Yayınlanmamış yüksek lisans tezi). Ankara Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
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  • Hua, A. N., & Keanen, J. M. (2014). The role of text memory in ınferencing and in comprehension deficits. Scientific Studies of Reading, 18(6), 415-431.
  • Jitendra, A., & Gajria, M. (2011). Reading comprehension instruction for students with learning disabilities. Focus on Exceptional Children, 43(8), 1-16.
  • Justice, L., Mashburn, A., & Petscher, Y. (2013). Very early language skills of fifth-grade poor comprehenders. Journal of Research in Reading, 36(2), 172-185.
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  • Keenan, J. M., & Meenan, C. E. (2014). Test differences in diagnosing reading comprehension deficits. Journal of Learning Disabilities, 47, 125-135.
  • Kenyon, S. M. G., Palikara, O, & Lucas R. M. (2018). Explaining reading comprehension in children with developmental language disorder: The importance of elaborative inferencing. Journal of Speech, Language, and Hearing Research, 61(10), 2517-2531.
  • Kuhn, M. (2004). Helping students become accurate, expressive readers: Fluency instruction for small groups. The Reading Teacher, 58(4), 338-344.
  • Libertus, M. E., Marschik, P. B., & Einspieler, C. (2014). Number word use in toddlerhood ıs associated with number recall performance at seven years of age. Plos One, 9(6): : e98573. doi:10.1371/journal.pone.0098573
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  • Moll, K., Göbel, S. M., Gooch, D., Landerl, K., & Snowling, M. J. (2014). Cognitive risk factors for specific learning disorder processing speed, temporal processing, and working memory. Journal of Learning Disabilities, 49(3), 272–281.
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  • Osborn, J., Lehr, F., with Hiebert, E.H. (2003). A Focus on Fluency. Honolulu: Pacific Resources for Education and Learning.
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  • Perfetti, C. (2010). Decoding, Vocabulary, and Comprehension. The Golden Triangle of Reading Skill. In M. G. McKeown, & L. Kucan (Eds.), Bringing Reading Research to Life (pp. 291-302). New York: Guilford.
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Investigating of Reading, Vocabulary Knowledge and Verbal Memory Performances of Students with Learning Disabilities

Year 2020, Volume: 53 Issue: 2, 751 - 780, 01.08.2020
https://doi.org/10.30964/auebfd.588849

Abstract

This study aims to examine the reading comprehension, vocabulary knowledge and working memory performances of primary school third-grade students having learning difficulties and of their peers who don’t have any learning difficulty. For this purpose, the comparative descriptive research design was used in the study. The participants of the study consist of a total of 44 primary school third-grade students, 22 of whom were diagnosed with learning difficulties and the remaining 22 of whom have normal reading achievements with typical development. To collect the data related to reading, a grade-appropriate narrative text and reading comprehension questions, the vocabulary knowledge subtests of the Turkish School Age Language Development Test, and the verbal memory subtests of the Working Memory Scale were used. The effect sizes for the differentiation between the groups were calculated and the relationships among the variables were examined for both of the groups. The results showed that the students with learning difficulties significantly failed in reading comprehension, reading speed, vocabulary knowledge, and verbal working memory assessments, comparing to their typically developing peers. Significant relationships were found among the variables at both of the groups. The study’s findings were discussed in light of the information on the literature.

References

  • Adams, A. M., & Gathercole, S. E. (1996). phonological working memory and spoken language development in young children. Quarterly Journal of Experimental Psychology Section A: Human Experimental Psychology, 49, 216-233.
  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author.
  • Baddeley, A. (2003). Working memory: looking back and looking forward. Nature Reviews Neuroscience, 4, 829–839.
  • Baddeley, A., & Logie, R. H. (1999). Working memory: The multiple-component model. In A. Miyake & P. Shah (Eds.), Models of working memory: Mechanisms of active maintenance and executive control (pp. 28–61). New York: Cambridge University Press.
  • Baddeley, A., Gathercole, S., & Papagno, C. (1998). The phonological loop as a language learning device. Psychological Review, 105(1), 158-173.
  • Begeny, J.C.,& Silber, J. M. (2006). An examination of group-based treatment packages for increasing elementary-aged students’ reading fluency. Psychology in the Schools, 43(2), 183-195.
  • Bohn-Gettler, C. M., & Kendou, P. (2014). The interplay of reader goals, working memory, and text structure during reading. Contemporary Educational Psychology, 39(3), 206-219.
  • Cain, K. (2006). Individual differences in children's memory and reading comprehension : an investigation of semantic and inhibitory deficits. Memory, 14(5), 553 -569.
  • Cain, K., & Oakhill, J. (2006). Profiles of children with specific reading comprehension difficulties. British Journal Of Educational Psychology, 76(4), 683-696.
  • Cain, K., Barnes, M. A., Bryant, P. E., & Oakhill, J. V. (2001). Comprehension skill, inference making ability and their relation to knowledge. Memory and Cognition, 29(6), 850-859.Cain, K., Oakhill, J., & Bryant, P. (2004). Children's Reading Comprehension Ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 96(1), 31-42.
  • Calvo, M. G. (2005). Relative contribution of vocabulary knowledge and working memory span to elaborative inferences in reading. Learning and İndividual Differences, 15(1), 53-65.
  • Calvo, M. G., Estevez, A., & Dowens, M. G. (2003). Time course of elaborative inferences in reading as a function of prior vocabulary knowledge. Learning and Instruction, 13(6), 611-631.
  • Catts, H. W., Adlof, S. M., & Weismer, S. E. (2006). Language deficits in poor comprehenders: A case for the simple view of reading. Journal of Speech, Language, and Hearing Research, 49, 278-293.
  • Chrysochoou, E., Bablekou, .Z, & Tsigilis N. (2011). Working memory contributions to reading comprehension components in middle childhood children. American Journal of Psychology, 124, 275-89.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.).Hillsdale, NJ: Lawrence Earlbaum Associates.
  • Cowan, N. (2008). What are the differences between long-term, short-term, and working memory? Prog Brain Res, 169, 323-338.
  • Currie, N. K., & Cain, K. (2015). Children’s inference generation: The role of vocabulary and working memory. Journal of Experimental Child Psychology, 137, 57-75.
  • Delimehmet-Dada, Ş. (2017). Öğrenme güçlüğü olan ve olmayan öğrencilerin sözcük bilgisi ve okuduğunu anlama becerileri arasındaki ilişki. (Yayınlanmamış yüksek lisans tezi). Ankara Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Diamond, A. (2013). Executive Functions. Annual Review of Psychology, 64, 135-168.
  • Eden, G. F., Olulade, O. A., Evans, T. M., Krafnick, A.J., & Alkire, D. R. (2016). Developmental dyslexia. In G. Hickok & S. Small (Eds.), Neurobiology of language (pp.815-826). Elsevier: Oxford, UK.
  • Elbro, C., & Buch-Iversen, I. (2013). Activation of background knowledge for inference making: Effects on reading comprehension. Scientific Studies of Reading, 17(6), 435-542.
  • Elleman, A. M. (2017). Examining the impact of inference instruction on the literal and inferential comprehension of skilled and less skilled readers: A Meta-Analytic Review. Journal of Educational Psychology, 109, 761-782.
  • Elwér, Å., Keenan, J. M., Olson, R. K., Byrne, B., & Samuelsson, S. (2013). Longitudinal stability and predictors of poor oral comprehenders and poor decoders. Journal of Experimental Child Psychology, 115(3), 497–516.
  • Ergül, C., Özgür-Yılmaz, Ç. ve Demir, E. (2018). 5-10 yaş grubu çocuklara yönelik geliştirilmiş çalışma belleği ölçeğinin geçerlik ve güvenirliği. Eğitimde Kuram ve Uygulama, 14(2), 187-214.
  • Fostick, L., & Revah, H. (2018). Dyslexia as a multi-deficit disorder: Working memory and auditory temporal processing. Acta Psychologica, 183, 19-28.
  • Hakkarainen, A., Holopainen, L., & Savolainen, S. (2015). A five-year follow-up on the role of educational support in preventing dropout from upper secondary education in Finland. Journal of Learning Disabilities, 48, 408–421.
  • Høıen-Tengesdal, I., & Tønnessen, F. (2011). The relationship between phonological skills and word decoding. Scandinavian Journal of Psychology, 52(1), 93-103.
  • Hua, A. N., & Keanen, J. M. (2014). The role of text memory in ınferencing and in comprehension deficits. Scientific Studies of Reading, 18(6), 415-431.
  • Jitendra, A., & Gajria, M. (2011). Reading comprehension instruction for students with learning disabilities. Focus on Exceptional Children, 43(8), 1-16.
  • Justice, L., Mashburn, A., & Petscher, Y. (2013). Very early language skills of fifth-grade poor comprehenders. Journal of Research in Reading, 36(2), 172-185.
  • Kanık-Uysal, P., & Bilge, H. (2019). An Investigation on the Relationship between Reading Fluency and Level of Reading Comprehension According to the Type of Texts. International Electronic Journal Of Elementary Education, 11(2), 161-172.
  • Karasar, N. (2010). Bilimsel araştırma yöntemi (20. baskı). Ankara: Nobel Yayınevi.
  • Keenan, J. M., & Meenan, C. E. (2014). Test differences in diagnosing reading comprehension deficits. Journal of Learning Disabilities, 47, 125-135.
  • Kenyon, S. M. G., Palikara, O, & Lucas R. M. (2018). Explaining reading comprehension in children with developmental language disorder: The importance of elaborative inferencing. Journal of Speech, Language, and Hearing Research, 61(10), 2517-2531.
  • Kuhn, M. (2004). Helping students become accurate, expressive readers: Fluency instruction for small groups. The Reading Teacher, 58(4), 338-344.
  • Libertus, M. E., Marschik, P. B., & Einspieler, C. (2014). Number word use in toddlerhood ıs associated with number recall performance at seven years of age. Plos One, 9(6): : e98573. doi:10.1371/journal.pone.0098573
  • Lyon, G. R., Shaywitz, S. E., & Shaywitz, B. A. (2003). Defining dyslexia, comorbidity, teachers’ knowledge of language and reading: A definition of dyslexia. Annals of Dyslexia, 53, 1-14.
  • Masoura, E., & Gathercole, S. (2005). Contrasting contributions of phonological short-term memory and long-term knowledge to vocabulary learning in a foreign language. Memory, 13(3-4), 422-429.
  • Millî Eğitim Bakanlığı (2007). Ders kitapları ile eğitim araçlarının incelenmesi ve değerlendirilmesine ilişkin yönerge. Erişim adresi: http://mevzuat.meb.gov.tr/html/2597_0.html
  • Moll, K., Göbel, S. M., Gooch, D., Landerl, K., & Snowling, M. J. (2014). Cognitive risk factors for specific learning disorder processing speed, temporal processing, and working memory. Journal of Learning Disabilities, 49(3), 272–281.
  • Murray, C., Goldstein, D., Nourse, S., & Edgar, E. (2000). The postsecondary school attendance and completion rates of high school graduates with learning disabilities. Learning Disabilities Research & Practice, 15, 119–127.
  • Nation, K. J., Cocksey, J., Taylor, J. S. H., & Bishop, D. V. M. (2010). A longitudinal investigation of early reading and language skills in children with poor reading comprehension. Journal of Child Psychology and Psychiatry 51(9), 1031–1039.
  • Nation, K., & Snowling, M. J. (2000). Factors influencing syntactic awareness skills in normal readers and poor comprehenders. Applied Psycholinguistics, 21, 229–241.
  • Nation, K., Adams, J. W., Bowyer-Crane, C. A., & Snowling, M. J. (1999). Working memory deficits in poor comprehenders reflect underlying language impairments. Journal of Experimental Child Psychology, 73, 139-158.
  • Nouwens, S., Groen, M.A. & Verhoeven, L. (2017). How working memory relates to children’s reading comprehension: the importance of domain-specificity in storage and processing. Reading and Writing, 30(1), 105-120.
  • Oakhill, J., & Cain, K. (2000). Children’s difficulties in text comprehension: assessing causal issues. Journal of Deaf Studies and Deaf Education, 5(1), 51-59.
  • Osborn, J., Lehr, F., with Hiebert, E.H. (2003). A Focus on Fluency. Honolulu: Pacific Resources for Education and Learning.
  • Öner, Ç. (2016). Gülibik. Can Çocuk Yayınları.
  • Perfetti, C. (2010). Decoding, Vocabulary, and Comprehension. The Golden Triangle of Reading Skill. In M. G. McKeown, & L. Kucan (Eds.), Bringing Reading Research to Life (pp. 291-302). New York: Guilford.
  • Perfetti, C. A., Landi, N., & Oakhill, J. (2005). The Acquisition of Reading Comprehension Skill. In M. J. Snowling & C. Hulme (Eds.), Blackwell handbooks of developmental psychology. The science of reading: A handbook (pp. 227-247). Malden, : Blackwell Publishing.
  • Raichelson, S. (2016). Are readers with dyslexia ımpaired in reading comprehension beyond their reading deficit? Inference generation, text processing, and working memory of readers with dyslexia?. (Unpublished master thesis). Bar-Ilan University, Ramat Gan, Israel.
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There are 71 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Research Article
Authors

Şaziye Seçkin Yılmaz 0000-0003-0488-9639

Hilal Yaşaroğlu This is me 0000-0001-9751-3213

Publication Date August 1, 2020
Published in Issue Year 2020 Volume: 53 Issue: 2

Cite

APA Seçkin Yılmaz, Ş., & Yaşaroğlu, H. (2020). Öğrenme Güçlüğü Olan Öğrencilerin Okuma, Sözcük Bilgisi ve Sözel Bellek Performanslarının İncelenmesi. Ankara University Journal of Faculty of Educational Sciences (JFES), 53(2), 751-780. https://doi.org/10.30964/auebfd.588849

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