Okuduğunu Anlama Stratejisi Öğretiminde Farklı Bir Uygulama Öz-Düzenlemeli Strateji Gelişimi Modeli

Year 2022, Volume: 30 Issue: 2, 398 - 410, 29.04.2022

Yusuf Özdemir , Kasım Kıroğlu

https://doi.org/10.24106/kefdergi.820460

Abstract

Durkin ile başlayan okuduğunu anlama stratejisi öğretiminde, öğretilen strateji kadar stratejilerin nasıl öğretildiği de önemlidir. Strateji öğretiminde kullanılan modellerden biri Harris ve Graham tarafından geliştirilen “Öz-Düzenlemeli Strateji Gelişimi (ÖDSG)” modelidir. Yazma becerilerinin geliştirilmesi amacıyla hazırlanan ve daha çok öğrenme yetersizliği olan öğrenciler üzerinde uygulanan bu model, zamanla okuma becerisi ve herhangi bir yetersizliği olmayan öğrenciler üzerinde uygulanmaya başlanmıştır. Modelin okuma alanında kullanımı yeni olduğu için model ile ilgili bilgilerin detaylı olarak ortaya konmasını gerekmektedir. Bu nedenle araştırmada, ÖDSG modelinin okuduğunu anlama öğretiminde kullanımının detaylı bir şekilde incelenmesi amaçlanmaktadır. Araştırmada nitel araştırma yöntemlerinden doküman incelemesi yöntemi kullanılmıştır. Araştırmada ÖDSG modelinin farklı gruplarda ve farklı becerileri geliştirmek için kullanıldığı bulgusuna ulaşılmıştır. Modelin yazma, okuma, üst biliş ve matematik becerilerini geliştirmeye yönelik çalışmalarda kullanıldığı görülmüştür. Model, okuduğunu anlama stratejisi öğretiminde yurt dışı çalışmalarda artan bir şekilde kullanılsa da Türkiye’de yeterince kullanılmamaktadır.

Keywords

Öz-Düzenlemeli Strateji Gelişimi Modeli, Strateji öğretimi, okuma

A Different Technic in The Teaching of Reading Comprehension Strategy: Self-Regulated Strategy Development Model

Abstract

Purpose: In the reading comprehension strategy teaching which starting with Durkin, how strategies are taught are as
important as the strategy. One of the application that used in strategy instruction is the "Self-Regulated Strategy
Development (SRSD)" model which developed by Harris and Graham. This model, which was developed for the development
of writing skills and applied to students with more learning disabilities, has started to be applied over time with reading skills
and students without any disabilities. Since the use of the model in the reading area is new, information about the model
should be revealed in detail. For this reason, it is aimed to describe in detail the usage of the SRSD model in the teaching of
comprehension.
Design/Methodology/Approach: The document examination method from qualitative research methods was used in the
research.
Findings: As a result, it was found that SRSD model was used to develop different skills with different groups. It has been seen
that the SRSD model was used in literary works to improve writing, reading, metacognition, and mathematics skills. Despite
the fact that SRSD has been addressed with an increasing number of studies abroad in the field of strategy teachings, the
finding that there is not much work on this area in Turkey.
Highlights: This model, which was originally developed for teaching writing, has been applied in the field of reading in recent
years. It is a model that allows students to control their own reading comprehension process. It supports the student in this
process and guides his/her understanding.

Keywords

Self-regulated strategy development, Strategy instruction, Reading

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