Okuma Tiyatrosu Yöntemi ile İlkokul Birinci Sınıf Öğrencilerinin Okuma Becerilerinin Geliştirilmesi

Abstract

Bu araştırmada okuma tiyatrosu yöntemi kullanılarak ilkokul birinci sınıf öğrencilerinin okuma tutumları, okuduğunu anlama ve akıcı okuma becerilerini geliştirmek amaçlanmıştır. Bu amaç doğrultusunda araştırma eylem araştırması deseni kullanılarak yürütülmüştür. Araştırmanın çalışma grubu kolay ulaşılabilir durum örneklemiyle belirlenen 24 ilkokul birinci sınıf öğrencisinden oluşmaktadır. Araştırmanın verileri Garfield Görselli 1-6. Sınıflar için Okumaya Yönelik Tutum Ölçeği ve okuduğunu anlama soruları kullanılarak toplanmıştır. Akıcı okumanın kelime tanıma, okuma hızı ve okuma prozodisi boyutlarının ölçümlenmesinde katılımcıların bir dakikalık sesli okumaları ses kayıt cihazıyla kayıt altına alınarak hesaplanmıştır. Ayrıca okuma prozodisi için Okuma Prozodisi Rubriği kullanılmıştır. Araştırmanın sürecini ortaya çıkarmak için sınıf öğretmeni tarafından yansıtıcı günlük tutulmuştur. Bu bağlamda nicel veriler için ilgili istatistiksel analizlere başvurulurken yansıtıcı günlük betimsel analize tabi tutulmuştur. Araştırmanın sonucunda okuma tiyatrosu yönteminin ilkokul birinci sınıf öğrencilerinin okuma tutumlarını, okuduğunu anlama ve akıcı okuma becerisini geliştirdiği ortaya çıkmıştır.

Keywords

• Okuma tiyatrosu
• okuduğunu anlama
• akıcı okuma
• okumaya yönelik tutum

Developing Reading Skills of Primary School First Grade Students with Reading Theater Method

Abstract

In this study, it was aimed to improve the reading attitudes, reading comprehension and fluent reading skills of primary school first grade students by using the reading theater technique. For this purpose, the research was conducted using the action research design. The study group of the research consists of 24 primary school first grade students determined by the easily accessible case sample. Research data 1-6 with Garfield Visuals. It was collected using the Attitudes Towards Reading Scale for Classrooms and reading comprehension questions. In measuring the word recognition, reading speed and reading prosody dimensions of fluent reading, one-minute voice readings of the participants were recorded with a voice recorder and calculated. In addition, the Reading Prosody Rubric was used for the reading prosody. A reflective diary was kept by the classroom teacher to reveal the process of the research. In this context, while applying statistical analyzes for quantitative data, reflective diary was subjected to descriptive analysis. As a result of the research, it was revealed that the reading theater technique improved the reading attitudes, reading comprehension and fluent reading skills of primary school first grade students.

Keywords

• Reading theater
• reading comprehension
• fluent reading
• attitude towards reading.

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