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İlköğretim İkinci Sınıfta Akıcı Sözcük Okuma ve Okuduğunu Anlamayı Etkileyen Faktörler

Year 2018, Volume: 35 Issue: 2, 1 - 34, 08.04.2019

Abstract

Bu çalışma ilkokul ikinci sınıf öğrencilerinin hızlı sözcük okuma ve okuduğunu anlama becerileriyle ilişkili bilişsel ve dilbilimsel faktörleri (hızlı otomatik isimlendirme [HOTİ], fonolojik farkındalık [FF], fonolojik bellek [FB], morfolojik farkındalık [MF], ortografi bilgisi [OB], işlem hızı [İH], ve sözcük dağarcığı) araştırmıştır. Ayrıca, anne-baba eğitim durumunun söz konusu okuma süreçleriyle ilişkisi de incelenmiştir. Değişkenler arasında öngörülen doğrudan ve dolaylı ilişkilere dayanarak geliştirilen okuma modeli, eşzamanlı çoklu regresyona dayalı klasik yol analizi ile test edilmiştir. Araştırma sonuçları, hızlı sözcük okuma düzeyinde, harf/sayı temelli HOTİ ve OB’nin en güçlü ve en tutarlı yordayıcılar olduğunu ortaya koymuştur. Okuduğunu anlama becerisi ele alındığında, akıcı sözcük okuma, sözcük dağarcığı ve anne-baba eğitim seviyesinin en önemli yordayıcılar oldukları saptanmıştır. 

References

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Year 2018, Volume: 35 Issue: 2, 1 - 34, 08.04.2019

Abstract

References

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Details

Primary Language Turkish
Journal Section Original Articles
Authors

Hatice Özata This is me

Belma Haznedar

Publication Date April 8, 2019
Published in Issue Year 2018 Volume: 35 Issue: 2

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APA Özata, H., & Haznedar, B. (2019). İlköğretim İkinci Sınıfta Akıcı Sözcük Okuma ve Okuduğunu Anlamayı Etkileyen Faktörler. Bogazici University Journal of Education, 35(2), 1-34.