Okuma Destek Programının İlkokul Öğrencilerinin Okuma Güçlüğü Sağaltımına Etkisi

Year 2021, Volume: 50 Issue: 1, 507 - 534, 29.04.2021

Özgür Sirem , Ozlem Bas

Abstract

Yapılan araştırmada “Okuma Destek Programı”nın (ODEP) ilkokul öğrencilerinin akıcı okuma, okuduğunu anlama, okuma motivasyonu ve okumaya yönelik tutum düzeylerinin okuma güçlüğü sağaltımına etkisi araştırılmıştır. Araştırmanın temel amacı, okuma güçlüğü olan öğrencilere yönelik bir program olarak ODEP geliştirmek ve geliştirilen ODEP’in etkililiğini sınamaktır. Araştırmada, deneysel desen kullanılmış olup deneme öncesi modellerden tek grup öntest sontest modeline yer verilmiştir. Araştırmanın çalışma grubunu okuma güçlüğü yaşayan altı ilkokul üçüncü sınıf öğrencisi oluşturmaktadır. Araştırmada öğrencilerin; akıcı okuma ve okuduğunu anlama becerilerinin ölçülmesinde “Yanlış Analiz Envanteri”, okuma motivasyonunun ölçülmesinde “Okuma Motivasyonu Ölçeği”, okumaya yönelik tutumunun ölçülmesinde ise “Okumaya Yönelik Tutum Ölçeği” kullanılmıştır. Araştırmada öğrencilerin akıcı okuma, okuduğunu anlama becerileri, okuma motivasyonu ve okumaya yönelik tutum düzeylerinin analizinde betimsel istatistiklerden ve Wilcoxon işaretli Sıralar Testinden yararlanılmıştır. Araştırma bulgularına göre, ODEP’in, katılımcıların akıcı okuma, okuduğunu anlama becerisini ve okumaya yönelik tutum düzeyini istatistiki olarak anlamlı bir biçimde sontest lehine olumlu yönde değiştirdiği bulgusuna ulaşılmıştır. Bu araştırmanın sonucunda ODEP’in okuma güçlüğü yaşayan öğrencilerin akıcı okuma, okuduğunu anlama, okuma motivasyonu ve okumaya yönelik tutumları üzerinde olumlu yönde etkisi olduğu ortaya koyulmuştur.

Keywords

Okuma güçlüğü, Akıcı okuma, Kelime tanıma, Okuma hızı, Okuduğunu anlama, Okuma motivasyonu, Okumaya yönelik tutum.

The Recovery Effect of Reading Support Program on Primary Level Students’ Reading Difficulties

Abstract

In the study, the effect of the "Reading Support Program" (RSP) of primary school students' levels of fluent reading, reading comprehension, reading motivation and reading attitude on the treatment of reading difficulties was investigated. The main purpose of the research is to develop RSP as a program for students with reading difficulties and to test the effectiveness of the developed RSP. Experimental design was used in the study, and one group pre-test post-test model among pre-trial models was used. The study group of the study consists of six primary school third grade students who have reading difficulties. Students in the research; “False Analysis Inventory” was used to measure fluent reading and reading comprehension skills, “Reading Motivation Scale” to measure reading motivation, and “Attitude Towards Reading Scale” to measure reading attitude. In the study, descriptive statistics and Wilcoxon signed rank test were used to analyze students' fluent reading, reading comprehension skills, reading motivation and attitude towards reading. It was found that RSP positively changed participants' fluent reading skill, reading comprehension skill and attitude level towards reading in a statistically significant way in favor of posttest. As a result of this research, it was revealed that RSP has a positive effect on fluent reading, reading comprehension, reading motivation and attitudes towards reading of students who have reading difficulties.

Keywords

Reading difficulties, Fuent reading, Word recognition, Reading speed, Reading comprehension, Reading motivation, Attitude to reading.

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