The Effect of TWA Strategy Instruction on Students with Learning Disabilities Developing Cognitive and Metacognitive Strategies

Year 2020, Volume: 28 Issue: 3, 1390 - 1406, 20.05.2020

Tahsin Fırat Cevriye Ergül

https://doi.org/10.24106/kefdergi.4025

Cited By: 3

Abstract

The majority of students with learning disabilities have severe difficulties in reading comprehension. One of the main reasons for these difficulties is their deficiency in cognitive and metacognitive skills that are effective in reading comprehension. The aim of this study was to investigate the effect of TWA (Think Before Reading, Think While Reading, and Think After Reading) strategy on developing cognitive and metacognitive reading strategies of students with learning disabilities. The research was carried out with three students who were diagnosed with learning disabilities and who were continuing their education in 6th grade in secondary schools. The study was designed using a qualitative method. The implementation process has been continued in the form of prerequisite skills development and discussion, modeling, guided practices and independent practices for the teaching of TWA strategy. The techniques think-aloud and semi-structured interview were used before and after teaching to determine students' developing cognitive and metacognitive strategies. The data obtained were analyzed by content analysis method and the strategies that the participants developed and used were revealed. As a result of the research, it was determined that the teaching of TWA strategy was effective in developing cognitive and metacognitive strategies before, while and after reading. The results were discussed in terms of future research and practice.

Keywords

TWA strategy, Strategy instruction, Students with learning diabilities, Metacognitive strategy, Cognitive strategy

3D Strateji Öğretiminin Öğrenme Güçlüğü Olan Öğrencilerin Bilişsel ve Üstbilişsel Stratejileri Kazanmalarına Etkisi

Abstract

Öğrenme güçlüğü olan öğrencilerin önemli bir çoğunluğu okuduğunu anlama ciddi güçlükler yaşamaktadır. Bu güçlüklerin temel nedenlerinden biri okuduğunu anlamada etkili olan bilişsel ve üstbilişsel becerilerdeki yetersizlikleridir. Bu araştırma, 3D (Okuma Öncesinde Düşün, Okuma Sırasında Düşün ve Okuma Sonrasında Düşün) stratejisinin, öğrenme güçlüğü olan öğrencilerin bilişsel ve üstbilişsel okuma stratejilerini kazanmalarına etkisini incelemek amacıyla yapılmıştır. Araştırma, 6. sınıfa devam eden ve öğrenme güçlüğü tanısı almış üç öğrenciyle gerçekleştirilmiştir. Bu çalışma nitel bir yöntem kullanılarak tasarlanmıştır. Uygulama süreci 3D stratejisi öğretimi için önkoşul becerileri geliştirme ve tartışma, model olma, rehberli uygulamalar ve bağımsız uygulamalar şeklinde sürdürülmüştür. Katılımcıların bilişsel ve üstbilişsel stratejileri kazanıp kazanamadıklarını belirlemek için öğretim öncesinde ve sonrasında, sesli düşünme ve yarı-yapılandırılmış görüşme teknikleri kullanılmıştır. Elde edilen veriler, içerik analizi yapılarak katılımcıların kazandıkları ve kullandıkları stratejiler ortaya çıkarılmıştır. Araştırma sonucunda, 3D stratejisi öğretiminin, katılımcı öğrencilerin okuma öncesi, sırası ve sonrasında bilişsel ve üstbilişsel stratejileri kazanmalarında etkili olduğu belirlenmiştir. Elde edilen sonuçlar, alanyazın ve uygulamalar açısından tartışılmıştır.

Keywords

3D stratejisi, Strateji öğretimi, Öğrenme güçlüğü olan öğrenciler, Üstbilişsel strateji, Bilişsel strateji

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