AKICI OKUMA BECERİLERİ İLE ANLAMA DÜZEYLERİ BASİT VE ÇIKARIMSAL ARASINDAKİ İLİŞKİ

Year 2012, Volume: 13 Issue: 3, 227 - 244, 01.08.2012

Muhammet Baştuğ Hasan Kağan Keskin

Abstract

Bu araştırmada beşinci sınıf öğrencilerinin akıcı okuma becerileri ile anlama düzeyleri basit ve çıkarımsal arasındaki ilişkinin incelenmesi amaçlanmıştır. Araştırmaya beşinci sınıflarda öğrenim gören farklı cinsiyet, sosyoekonomik ve başarı düzeylerinden 39 öğrenci katılmıştır. Araştırma ilişkisel tarama modelinde gerçekleştirilmiştir. Verilerin analiz edilmesinde t-testi, ANOVA ve korelasyon analiz teknikleri kullanılmıştır. Araştırma sonuçlarına göre akıcı okuma becerileri ile okuduğunu anlama arasında pozitif yönlü ve orta düzey ilişkiler bulunmuştur. Ayrıca akıcı okuma becerileri basit anlamaya göre çıkarımsal anlamada daha yüksek ilişkili çıkmıştır. Bunun dışında araştırmaya katılan öğrencilerin cinsiyet ve sosyoekonomik düzey değişkenleri akıcı okuma becerileri ve anlama düzeyleri açısından karşılaştırılmıştır. Bu karşılaştırma sonuçlarına göre cinsiyet değişkeni öğrencilerin akıcı okuma becerilerinde ve anlama düzeylerinde istatistiksel olarak anlamlı farklılık göstermemiştir. Sosyoekonomik düzey değişkenine ait karşılaştırmalarda ise sosyoekonomik düzeyi yüksek olan öğrencilerin, düşük olan öğrencilere göre akıcı okuma becerileri ve anlama düzeylerine ilişkin puanları daha yüksek çıkmıştır. Bu sonuç sosyoekonomik açıdan avantajlı durumda olan öğrencilerin, akıcı okuma ve anlamada daha başarılı olduğunu göstermektedir.

Keywords

Akıcı okuma, basit ve çıkarımsal anlama

The Relationship between Fluent Reading Skills and Comprehension Level Literal and Inferential

Abstract

The present study aims to analyze the relationship between 5th graders’ fluent reading skills and comprehension level literal and inferential . Thirty nine fifth graders of different sex, socioeconomic and achievement level participated in the study. The research was conducted in the survey model. In data analysis, t-test, ANOVA and correlation analysis techniques were employed. The results revealed that there is a positive and medium level relationship between reading skills and comprehension. In addition, fluent reading skills were found to be correlated at a higher level in comparison with literal comprehension. Moreover, the variables of students’ sex and socioeconomic level were compared in terms of fluent reading skills and comprehension level. The results of this comparison demonstrate that the sex variable did not differ significantly in terms of fluent reading skills and comprehension level. As for comparisons related to fluent reading skills and comprehension level, a significant difference was not observed as well. Apart from this, comparisons of socio-economic level variable showed that students with higher socioeconomic level had higher scores in fluent reading skills and inferential comprehension level. It points to the fact that socioeconomically advantaged students are more successful at fluent reading and comprehension

Keywords

Reading fluency, literal and infrential comprehension

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