Türkçe Tek Dilli ve Türkçe-Arapça İki Dilli Çocuklarda Okuduğunu Anlama Becerisinin Göstergeleri Üzerine Bir İnceleme

Abstract

Bu çalışma, fonolojik farkındalık, fonolojik bellek, hızlı otomatik adlandırma, biçimbilimsel ve sözdizimsel farkındalık, işlemleme hızı, kelime bilgisi ve sözcük okuma akıcılığının Türkçede okuduğunu anlama becerisi üzerindeki rolünü incelemiştir. Kesitsel veriler, 8-9 yaşında, 2. sınıfa devam eden Türkçe-Arapça eş zamanlı iki dilli çocuklar ile Türkçe tek dilli çocuklardan toplanmıştır. Bulgular, iki dilli grupta okuduğunu anlamayı yordayan değişkenlerin sözcük okuma akıcılığı, kelime bilgisi ve fonolojik bellek olduğunu göstermiştir. Tek dilli grupta ise okuduğunu anlamayı anlamlı biçimde yordayan tek değişken biçimbilimsel ve sözdizimsel farkındalık olmuştur. Çalışma, okuduğunu anlamanın çok boyutlu bir beceri olduğunu ve metnin anlamına ulaşmanın farklı dil gruplarında çeşitli mekanizmalara bağlı olduğunu ortaya koymuştur. Bu bulgular, çocukların okuduğunu anlama becerileri değerlendirilirken farklı temel kaynakların dikkate alınmasının önemini vurgulamaktadır. Bu farklılığın, okuma becerilerinin değerlendirilmesi ve öğretimi açısından önemli sonuçları olacağı öngörülmektedir.

Keywords

• Eş zamanlı iki dillilik
• Okuma gelişimi
• Okuduğunu anlama
• Kelime bilgisi
• Biçimsel-sözdizimsel farkındalık
• Fonolojik bellek

Thanks

This study is part of the first author’s PhD dissertation completed at Boğaziçi University, Turkey.

An Investigation on the Indicators of Reading Comprehension in Turkish Monolingual and Turkish-Arabic Bilingual Children

Abstract

The present study investigated the role of phonological awareness, phonological memory, rapid automatized naming, morphosyntactic awareness, processing speed, vocabulary knowledge and word reading fluency in Turkish reading comprehension. Cross-sectional data were collected from 8-9-year-old, second-grade Turkish-Arabic simultaneous bilingual children and Turkish monolingual children. The findings showed that word reading fluency, vocabulary knowledge and phonological memory predicted reading comprehension in the bilingual group. In the monolingual group, the only significant predictor of reading comprehension was morphosyntactic awareness. The study demonstrated that reading comprehension is a multi-dimensional skill and accessing the meaning of texts depends on various mechanisms in different language groups. These findings highlight the importance of considering different underlying resources when evaluating children’s reading comprehension skills. This variation may have implications for reading assessment and instruction.

Keywords

• Simultaneous billingualism
• Reading development
• Reading comprehension
• Vocabulary knowledge
• Morphosyntatic awareness
• Phonological memory

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