Öğrenme Güçlüğü Olan ve Olmayan Öğrencilerin Sözel Problem Çözme ve Okuduğunu Anlama Becerileri Arasındaki İlişkiler

Yıl 2019, Cilt: 15 Sayı: 2, 542 - 554, 26.08.2019

Özlem Altındağ Kumaş , Şenay Delimehmet Dada , Ahmet Yıkmış

https://doi.org/10.17860/mersinefd.474803

Cited By: 4

Öz

Bu çalışmanın genel amacı, öğrenme güçlüğü olan/olmayan öğrencilerin okuduğunu anlama ve sözel problem çözme becerileri arasındaki ilişkileri ve okuduğunu anlama becerisinin sözel problem üzerindeki yordayıcılığını incelemektir. Araştırmaya, Ankara ilinde bulunan 4. sınıfa devam 60 öğrenme güçlüğü olan, 60 normal gelişim gösteren öğrenci olmak üzere toplam 120 öğrenci dâhil edilmiştir. Çalışmada öğrenme güçlüğü olan ve olmayan öğrencilerin okuduğunu anlama ve sözel işlem hesaplamalarındaki performansları T testi kullanılarak karşılaştırılmıştır. Öğrencilerin okuduğunu anlama ve sözel problemlerden elde ettikleri performanslar Basit Doğrusal Regresyon Analizi kullanılarak analiz edilmiştir. Elde edilen bulgular, okuduğunu anlamanın, sözel problem çözmenin önemli bir yordayıcısı olduğunu ortaya koymuştur. Ayrıca, öğrenme güçlüğü olan öğrencilerin, normal gelişim gösteren akranlarına göre okuduğunu anlamada daha düşük puan aldıkları, işlemleri daha uzun sürede tamamladıkları, daha az sayıda işlemi doğru çözdükleri görülmüştür.

Anahtar Kelimeler

öğrenme gücüğü, okuduğunu anlama, sözel problemler

Kaynakça

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