BİRİNCİ VE İKİNCİ SINIFTA OKUMA BECERİLERİNİN GELİŞİMİ VE MATTHEW ETKİSİ: BOYLAMSAL BİR ÇALIŞMANIN SONUÇLARI

Year 2022, , 939 - 966, 09.05.2022

Cevriye Ergül , Zeynep Bahap Kudret , Gözde Akoğlu , Meral Çilem Ökcün Akçamuş , Burcu Kılıç Tülü , Ergül Demir

https://doi.org/10.37669/milliegitim.875859

Cited By: 6

Abstract

Bu çalışmada çocukların okuma performansları birinci sınıftan ikinci sınıfın sonuna kadar boylamsal olarak izlenmiş ve düşük okuma başarısının çocuklar arasında ne oranda gözlendiği, birinci sınıfta gözlenen performansın ikinci sınıfta ne oranda sürdürüldüğü, performanslarında Matthew etkisi gözlenip gözlenmediği ve farklı düzeylerde okuma başarısı gösteren çocukların ne tür SED ve cinsiyet özellikleri gösterdikleri betimsel olarak incelenmiştir. Ankara’daki 45 okulda yürütülen çalışmaya tipik gelişim gösteren toplam 427 çocuk katılmıştır. Çocukların okuma performansları Okuma Yazma Değerlendirme Bataryası (OYAB) kullanılarak birinci ve ikinci sınıf boyunca dört kez değerlendirilmiştir. Elde edilen sonuçlar düşük okuma performansı gösteren çocukların oranının %34 olduğunu, birinci sınıftaki düşük okuma performansının %66,9 oranında ikinci sınıfta da sürdürüldüğünü, farklı düzeylerde okuma başarısı gösteren gruplar arasındaki farkın ilerleyen dönemlerde artarak devam ettiğini ve böylece Matthew etkisinin oluştuğunu göstermiştir. Ayrıca, alt-SED’den gelen çocukların okuma güçlükleri açısından daha yüksek risk taşıdıkları ve kızların daha büyük oranda düşük okuma başarısı gösterdikleri bulunmuştur. Sonuçlar alanyazın ve uygulamalar açısından ayrıntılı tartışılmıştır.

Keywords

okuma becerilerinin gelişimi, boylamsal çalışma, Matthew etkisi, birinci ve ikinci sınıf

Supporting Institution

TÜBİTAK

Project Number

215K027

DEVELOPMENT OF READING SKILLS IN FIRST AND SECOND GRADE AND THE MATTHEW EFFECT: RESULTS OF A LONGITUDINAL STUDY

Abstract

In this study, children's reading performances were monitored longitudinally from the first grade to the end of the second grade, and to what extent low reading achievement was observed among children, to what extent the performance observed in the first grade was maintained in the second grade, whether the Matthew effect was observed in their performances, and what type of SES and gender characteristics children with different levels of reading achievement displayed were examined descriptively. A total of 427 children with typical development participated in the study conducted in 45 schools in Ankara. The reading performances of the children were evaluated four times during the first and second grade using the Literacy Assessment Battery (LAB). The results showed that the proportion of children with low reading performance was 34%, that the low reading performance in the first grade was maintained at a rate of 66.9% in the second grade, the difference between the groups with different levels of reading achievement continued to increase in the following semesters, and thus the Matthew effect occurred. In addition, it was found that children from the low SES had a higher risk of reading difficulties and girls showed a higher rate of lower reading achievement. Results were discussed in detail in terms of literature and practice.

Keywords

development of reading skills, longitudinal study, Matthew effect, first and second grade

Project Number

215K027

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