FARKLI OKUMA DÜZEYLERİNDEKİ ÇOCUKLARIN OKUMA, OKUDUĞUNU ANLAMA VE YAZMA BECERİLERİNİN BOYLAMSAL KARŞILAŞTIRMASI

Year 2022, Volume: 2 Issue: 3, 212 - 245, 02.03.2022

Cevriye Ergül Burcu Kılıç Tülü Gözde Akoğlu Meral Ç. Ökcün Akçamuş Zeynep Bahap Kudret

Abstract

Okuma tüm akademik becerilerin temelinde olan ve çocukların tüm
yaşamını etkileyen önemli bir beceridir. Çocuklar okuma performanslarıyla ilişkili
olarak okuduğunu anlama ve yazma becerilerinde de farklılıklar göstermektedir. Bu
çalışmada birinci sınıfa devam eden ve farklı düzeylerde okuma becerilerine sahip olan
çocukların okuma, anlama ve yazma becerilerinin boylamsal olarak karşılaştırılması
amaçlanmıştır. Bu amaçla 399 çocuk birinci sınıftan ikinci sınıfın sonuna kadar
izlenmiş ve her iki sınıf düzeyinin güz ve bahar dönemlerinde okuma, okuduğunu
anlama ve yazma becerileri değerlendirilmiştir. Okumada düşük, orta ve yüksek başarı
gösteren çocukların okuma, anlama ve yazma becerilerindeki performans farklılıkları
tek yönlü varyans analizi ile incelenmiştir. Analizler sonucunda düşük okuma başarısı
gösteren çocukların tüm okuma, anlama ve yazma testlerinde orta ve yüksek okuma
başarısı gösteren çocuklara göre anlamlı olarak daha düşük performans gösterdikleri
bulunmuştur. Gruplar arasındaki bu farklılıklar dört dönem boyunca devam etmiştir. Bu
durum, birinci sınıfın ilk döneminde okumada düşük performans gösteren çocukların
ilerleyen dönemlerde akranlarını yakalayamama ve okuma, anlama ve yazma güçlükleri
yaşayarak özel öğrenme güçlüğü tanısı alma riski taşıdıklarını göstermektedir.

Keywords

Okuma, okuduğunu anlama, yazma, okuma başarısı düzeyi, risk grubu, boylamsal izleme

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