BibTex RIS Cite

Chunked Texts in Reading Class: The Case of Turkish Learners of English

Year 2012, Volume: 32 Issue: 32, 65 - 76, 01.04.2012
https://doi.org/10.9779/PUJE472

Abstract

The present study aims at determining the effects of one of those reading strategies, namely, chunking on the reading comprehension of learners of English. The study was conducted with the preparatory class students at the Department of English Language Teaching of the Faculty of Education of Ondokuz Mayıs University in Turkey. The learners were assigned to experimental and control groups randomly. The study was employed non-equivalent control group pretest-posttest design where the number of subjects was a total of 36. While chunking was implemented in reading classes of the experimental group, ordinary reading texts were implemented in control group. In conclusion, chunking, as an effective reading strategy, improved the reading skills of the learners of English.

References

  • Amble, B. & Kelly, F. (1970). Phrase reading development training with fourth grade students. Journal of Reading Behavior, 2, 85-96.
  • Amble, B. & Muehl, S. (1996). Perceptual span training and reading achievement of school children. Journal of Reading Behavior, 57, 192-206.
  • Anshel, M. (1985). Cognitive strategies to teach motor skills to elderly learners in nursing homes. Paper presented at the National Convention of the American Alliance of Health, Physical Education, Recreation and Dance (Atlanta, GA, April 17-21, 1985).
  • Bartlett, L. E. & Morgan, J. A. (1991). Choosing the college textbook: A textbook selection checklist for instructor use. Dissertation, Nova University.
  • Brozo, W. (1983). The beneficial effect of chunking on good readers’ comprehension of expository prose. Journal of Reading, 26, 442-445.
  • Carver, R. (1970). Effect of a ‘chunked’ typography on reading rate and comprehension. Journal of Applied Psychology, 54, 288-296.
  • Casteel, C. A. (1989). Effects of chunked reading among learning disabled students: An experimental comparison of computer and traditional chunked passages. Journal of Educational Technology Systems, 17, 115-121.
  • Casteel, C. A. (1990). Effects of chunked text- material on reading comprehension of high and low ability readers. Reading Improvement, 27, 269-275.
  • Cromer, W. (1970). The difference model: A new explanation for some reading difficulties. Journal of Educational Psychology, 61, 471-483.
  • Cwach, M. D. & Gravely, M. L. (1997). More Water, Madam? Denver, Colorado: A publication of the Workplace Education Project Emily Griffith Opportunity School.
  • Drevenstedt, J. (1975). Random consonant grouping and effect on partial recall. Journal of Experimental Psychology, 104, 400-407.
  • Fogarty, R. (1999). How to raise test scores. Pearson Education Company.
  • Furukawa, J. M. (1979). Chunking method of teaching and studying (II). Paper presented at the Annual Meeting of the American Psychological Association, New York.
  • Gerrell, H. R. & Mason, G. E. (1983). Computer chunked and traditional text. Reading World, 22, 241-246.
  • Giddings, L. (1986). Teaching reading to educable mentally handicapped students. New York.
  • Harris, A. J. & Sipay, E. R. (1975). How to increase reading ability. New York: David McKay Co.
  • İpşiroğlu, Z. (1988). Düşünmeyi öğrenme ve öğretme. İstanbul: Afa Yayıncılık.
  • McBride, S. D. & Dwyer, F. M. (1982). The effects of organizational chunking and retrieval strategies in facilitating learning and recall of cognitive learning tasks. Annual meeting of the Association for Educational Communications and Technology, Dallas.
  • McBride, S. D. & Dwyer, F. M. (1985). Organizational chunking and postquestions in facilitating student ability to profit from visualized instruction. Education, 53, 148-155.
  • Meyer, G. R. & Sharman O. R. (1988). How to create and conduct a memory enhancement program. Annual Meeting of the American Society on Aging, California.
  • Murphy, M. (1981). Metamemory in the aped. Journal of Gerontology, 36, 185-193.
  • Smith, F. (1971). Understanding reading: A psycholinguistic analysis of reading and learning to read. New York: Holt, Rinehart and Winston.
  • Smith, F. (1982). Understanding reading. New York: CRS College Publishing.
  • Stevens, K. C. (1981). Chunking material as an aid to reading comprehension. Journal of Reading, 25, 126-129.

Anlamlı Gruplandırma Stratejisinin İngilizce Okuduğunu Anlamaya Etkisi

Year 2012, Volume: 32 Issue: 32, 65 - 76, 01.04.2012
https://doi.org/10.9779/PUJE472

Abstract

Bu çalışmada okuma stratejilerinden anlamlı gruplandırma stratejisinin İngilizce okuduğunu anlamaya etkisi incelenmiştir. Çalışma, Ondokuz Mayıs Üniversitesi, Eğitim Fakültesi, İngiliz Dili Eğitimi Ana Bilim Dalı hazırlık sınıfı öğrencileriyle yürütülmüştür. Öğrenciler deney ve kontrol gruplarına eş olasılıkla (random) atanmıştır. Toplam 36 öğrenciyle yürütülen çalışmada, denk olmayan kontrol gruplu öntest-sontest deseni kullanılmıştır. Deney grubunda okuma stratejilerinden anlamlı gruplandırma yöntemi işe koşulmuş, control grubunda ise geleneksel yöntemle öğretim yapılmıştır. Sonuçlar anlamlı gruplandırma stratejisinin İngilizce okuduğunu anlama üzerinde etkili olduğunu göstermektedir.

References

  • Amble, B. & Kelly, F. (1970). Phrase reading development training with fourth grade students. Journal of Reading Behavior, 2, 85-96.
  • Amble, B. & Muehl, S. (1996). Perceptual span training and reading achievement of school children. Journal of Reading Behavior, 57, 192-206.
  • Anshel, M. (1985). Cognitive strategies to teach motor skills to elderly learners in nursing homes. Paper presented at the National Convention of the American Alliance of Health, Physical Education, Recreation and Dance (Atlanta, GA, April 17-21, 1985).
  • Bartlett, L. E. & Morgan, J. A. (1991). Choosing the college textbook: A textbook selection checklist for instructor use. Dissertation, Nova University.
  • Brozo, W. (1983). The beneficial effect of chunking on good readers’ comprehension of expository prose. Journal of Reading, 26, 442-445.
  • Carver, R. (1970). Effect of a ‘chunked’ typography on reading rate and comprehension. Journal of Applied Psychology, 54, 288-296.
  • Casteel, C. A. (1989). Effects of chunked reading among learning disabled students: An experimental comparison of computer and traditional chunked passages. Journal of Educational Technology Systems, 17, 115-121.
  • Casteel, C. A. (1990). Effects of chunked text- material on reading comprehension of high and low ability readers. Reading Improvement, 27, 269-275.
  • Cromer, W. (1970). The difference model: A new explanation for some reading difficulties. Journal of Educational Psychology, 61, 471-483.
  • Cwach, M. D. & Gravely, M. L. (1997). More Water, Madam? Denver, Colorado: A publication of the Workplace Education Project Emily Griffith Opportunity School.
  • Drevenstedt, J. (1975). Random consonant grouping and effect on partial recall. Journal of Experimental Psychology, 104, 400-407.
  • Fogarty, R. (1999). How to raise test scores. Pearson Education Company.
  • Furukawa, J. M. (1979). Chunking method of teaching and studying (II). Paper presented at the Annual Meeting of the American Psychological Association, New York.
  • Gerrell, H. R. & Mason, G. E. (1983). Computer chunked and traditional text. Reading World, 22, 241-246.
  • Giddings, L. (1986). Teaching reading to educable mentally handicapped students. New York.
  • Harris, A. J. & Sipay, E. R. (1975). How to increase reading ability. New York: David McKay Co.
  • İpşiroğlu, Z. (1988). Düşünmeyi öğrenme ve öğretme. İstanbul: Afa Yayıncılık.
  • McBride, S. D. & Dwyer, F. M. (1982). The effects of organizational chunking and retrieval strategies in facilitating learning and recall of cognitive learning tasks. Annual meeting of the Association for Educational Communications and Technology, Dallas.
  • McBride, S. D. & Dwyer, F. M. (1985). Organizational chunking and postquestions in facilitating student ability to profit from visualized instruction. Education, 53, 148-155.
  • Meyer, G. R. & Sharman O. R. (1988). How to create and conduct a memory enhancement program. Annual Meeting of the American Society on Aging, California.
  • Murphy, M. (1981). Metamemory in the aped. Journal of Gerontology, 36, 185-193.
  • Smith, F. (1971). Understanding reading: A psycholinguistic analysis of reading and learning to read. New York: Holt, Rinehart and Winston.
  • Smith, F. (1982). Understanding reading. New York: CRS College Publishing.
  • Stevens, K. C. (1981). Chunking material as an aid to reading comprehension. Journal of Reading, 25, 126-129.
There are 24 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Kasım Kıroğlu This is me

Publication Date April 1, 2012
Submission Date August 1, 2014
Published in Issue Year 2012 Volume: 32 Issue: 32

Cite

APA Kıroğlu, K. (2012). Anlamlı Gruplandırma Stratejisinin İngilizce Okuduğunu Anlamaya Etkisi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 32(32), 65-76. https://doi.org/10.9779/PUJE472