İlkokul Öğrencilerinin Okuma Akıcılığı, Okuduğunu Anlama ve Anlatma Becerilerinin İncelenmesi

Year 2024, Volume: 25 Issue: 3, 198 - 212, 30.11.2024

Hülya Kodan

https://doi.org/10.12984/egeefd.1487290

Abstract

Araştırmada ilkokul öğrencilerinin okuma akıcılığı, okuduğunu anlama ve anlatma becerilerinin belirlenmesi amaçlanmıştır. Bu doğrultuda 2, 3 ve 4. sınıf düzeyinde öğrenim görmekte olan, toplam 135 tipik gelişim gösteren ilkokul öğrencilerinin mevcut akıcı okuma ve okuduğunu anlama ve anlatma düzeyleri incelenmiştir. Ayrıca öğrencilerin akıcı okuma, okuduğunu anlama ve anlatma arasındaki ilişki ortaya konmuştur. Çalışma nicel araştırma yöntemlerinden ilişkisel tarama deseninde gerçekleştirilmiştir. Çalışmanın verileri her sınıf düzeyine uygun öyküleyici metinler, okuduğunu anlama ve anlatma formları aracılığıyla toplanmıştır. Öğrencilerin akıcı okuma ve okuduğunu anlatma düzeylerini belirlemek için ses kaydı alınmış, okuduğunu anlama düzeyleri ise yazılı olarak değerlendirilmiştir. Verilerin analizinde istatistik programından yararlanılmıştır. Çalışma sonucunda öğrencilerin büyük bir kısmının akıcı okuma, okuduğunu anlama ve anlatma becerilerinin öğretimsel düzeyde olduğu belirlenmiştir. Ayrıca öğrencilerin akıcı okuma ve okuduğunu anlama ile okuduğunu anlatma arasında pozitif ve anlamlı bir ilişki olduğu tespit edilmiştir. Bu sonuçlar doğrultusunda çalışmada yeniden anlatım tekniği bir değerlendirme aracı olarak kullanılmıştır. Ancak, öğrencilerin yeniden anlatma becerilerini geliştirmek için bir öğretim aracı olarak kullanılması önerilmektedir. Ayrıca, öğrencilerin okuma akıcılığı ve yeniden anlatma becerilerini geliştirmek için çeşitli yöntem ve tekniklerin kullanılabileceği belirtilmektedir.

Keywords

akıcı okuma, okuduğunu anlama, okuduğunu anlatma, ilkokul öğrencileri

Examining the Reading Fluency, Reading Comprehension, and Retelling Skills of Primary School Students

Abstract

This study investigates the reading fluency, reading comprehension, and retelling skills of 135 typically developing primary school students in the 2nd, 3rd, and 4th grades. It aims to evaluate their current levels and examine the relationships among these skills. The study was conducted using a relational survey design, which is one of the quantitative research methods. Data for the study were collected through narrative texts, reading comprehension, and retelling forms appropriate for each grade level. Audio recordings were taken to determine the students' reading fluency and retelling levels, while their reading comprehension levels were assessed in written form. Statistical software was used for data analysis. The results indicated that a significant portion of the students demonstrated instructional-level reading fluency, reading comprehension, and retelling skills. Moreover, a positive and significant relationship was found between the students' reading fluency and their reading comprehension and retelling skills. Based on these results, the retelling technique was used as an assessment tool in this study. However, it is recommended that it be employed as a teaching tool to develop students' retelling skills. Additionally, various methods and techniques can be utilized to improve students' reading fluency and retelling skills.

Keywords

reading fluency, reading comprehension, retelling skills, primary school

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