Okuma Güçlüğü Olan ve Olmayan Okuyucuların Okuduğunu Anlama Becerilerinin Metin ve Soru Türüne Özelinde İncelenmesi

Year 2023, Volume: 24 Issue: 2, 957 - 989, 31.08.2023

Reşat Alatlı

Abstract

Bu çalışmada okuma güçlüğü olan ve olmayan okuyucuların okuduğunu anlama becerilerinin metin ve soru türü özelinde incelenmesi amaçlanmıştır. Bu doğrultuda 2. sınıflarda 40 iyi, 40 zayıf ve 40 öğrenme güçlüğü, 4. sınıflarda 60 iyi, 60 zayıf ve 53 öğrenme güçlüğü olan okuyucu araştırmaya dahil edilmiştir. Çalışmaya katılan okuyucular sınıf düzeyine uygun iki öyküleyici ve iki bilgi veren metne ait okuduğunu anlama sorularına cevap vermişlerdir. Analizler her iki metin türünden elde edilen toplam okuduğunu anlama puanlarının ortalaması üzerinden yürütülmüştür. Ayrıca katılımcıların bilgi, düzenleme, çıkarım, tahmin ve değerlendirme türünde sorulara verdikleri tepkiler de ayrı ayrı kaydedilerek okuma güçlüğü olma ve olmama durumlarının soru türleri üzerindeki etkisi incelenmiştir. Elde edilen sonuçlara bakıldığında öyküleyici metinlerin bilgi veren metinlere göre her grup tarafından daha kolay anlaşıldığı, öğrenme güçlüğü olma durumunun metin türlerinin anlaşılması üzerinde önemli bir etkisi olduğu görülmüştür. Ayrıca, katılımcıların soru türlerinde sergilemiş oldukları performanslara bakıldığında, bilgi soruları doğru cevaplanma oranı en yüksek sorular olurken, her grubun metin içi bilgileri ve deneyimlerini kullanarak cevaplamaları gereken soruların doğru cevaplanma oranının çok düşük olduğu sonucuna ulaşılmıştır. Buna ek olarak öğrenme güçlüğü olan okuyucuların tüm soru türlerinde iyi ve zayıf okuyuculardan daha düşük sonuçlar elde ettiği görülmüştür. Bulgular alanyazın temelinde tartışılmıştır.

Keywords

okuma, okuma güçlüğü, okuduğunu anlama, metin türü, soru türü

Thanks

TÜBİTAK 1001 117K976 numaralı projenin yürütücüsü Prof. Dr. Tevhide Kargın ve araştırmacısı Doç. Dr. Birkan Güldenoğlu'na verdikleri destek için teşekkür ederim.

An Examination of Reading Comprehension Skills of Readers with and without Reading Disabilities by Text Genre and Question Type

Abstract

The purpose of this study is to compare the text and question comprehension abilities of readers with and without reading disabilities. In this direction, the study included 40 good readers (GR), 40 poor readers (PR), and 40 learning disabilities (LD) in the 2nd grade, 60 GR, 60 PR, and 53 LD in the 4th grade. The participants answered the reading comprehension questions for two narrative and two expository texts that were grade-level suitable. The average overall reading comprehension ratings obtained from both text categories were used for analyses. In addition, the responses of the participants on literal, reorganization, inference, prediction, and evaluation questions were recorded independently, and the influence of having or not having reading difficulties was evaluated. Consequently, narrative texts were simpler for each group to comprehend than expository texts, and the presence of a learning disability had a substantial impact on the comprehension of the text genres. In addition, when the performances of the participants in the question types were analyzed, it was determined that the “literal” questions had the highest rate of correct responses, whereas the rate of correct responses to the questions that each group had to answer using in-text information and experience was extremely low. In addition, it was revealed that readers with learning disabilities achieved lower results on all question types than good and poor readers. The findings are discussed on the basis of the literature.

Keywords

Reading, Reading Disability, Reading Comprehension, Text genre, Question Type

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