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The Role of Vocabulary Knowledge and Comprehension Skills on Retelling Skills: Different Path Analysis Tests

Year 2022, Issue 56, 372 - 400, 01.09.2022
https://doi.org/10.9779/pauefd.1026827

Abstract

Comprehension is the process by which knowledge is acquired through language skills such as listening, reading, and visual reading, using one's mental functions. This process, which has its origins in vocabulary knowledge, turns into a narrative skill when students retell the things they remember orally, in writing, or visually after they read or listen. The aim of this research is to test the role of primary school (4th grade) students’ vocabulary knowledge and comprehension skills on their retelling skills by using different models. The research was carried out in a correlational survey model. The study group consisted of 286 students studying in the fourth grade of primary school. During the data collection process, three illustrated children’s storybooks were used for comprehension and retelling skills. Vocabulary knowledge and listening comprehension skills were treated as independent variables, while the skills of post-listening written, and oral retelling was treated as dependent variables. Different path analysis tests were made by considering vocabulary knowledge in the two dimensions of breadth and depth. According to the research results, firstly, positive and moderately significant relationships were found between the dependent and independent variables. Secondly, the first path model for the independent variables (listening comprehension and depth of vocabulary knowledge) and dependent variables (written and oral retelling) created for fourth-grade primary school students showed acceptable fit values, and the independent variables explained 37% of the variance in the dependent variables. Thirdly, the second path model for the independent variables (listening comprehension and breadth of vocabulary knowledge) and dependent variables (written and oral retelling) created for fourth-grade primary school students showed partially acceptable fit values, and although the independent variables explained 47% of the variance in the dependent variables, the theoretically determined model did not fit the sample data. This is an indication of the difference between the number of words known and how well these words are known and used at the primary school level, which is an important proof of the role of the breadth and depth of vocabulary knowledge along with comprehension skills on retelling skills.

References

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Kelime Bilgisi ve Anlama Becerilerinin Anlatım Becerilerindeki Rolü: Farklı Yol Analizi Denemeleri

Year 2022, Issue 56, 372 - 400, 01.09.2022
https://doi.org/10.9779/pauefd.1026827

Abstract

Anlama, bireyin zihinsel işlevlerini kullanarak dinleme ve okuma gibi dil becerileri aracılığıyla bilgi edinme sürecidir. Kökeni kelime bilgisine dayanan bu süreç, öğrencilerin dinleme sonrası hatırladıklarını kendi kelimeleri ile ifade ettiklerinde anlatım becerisine dönüşür. Bu araştırmanın amacı ilkokul öğrencilerinin kelime bilgisi ve anlama becerilerinin anlatım becerileri üzerindeki rolünü farklı modeller aracılığıyla test etmektir. Araştırma ilişkisel tarama modelinde yürütülmüştür. Çalışma grubunu ilkokul 4. sınıfta öğrenim gören 286 öğrenci oluşturmaktadır. Kelime bilgisi ve dinlediğini anlama becerisi bağımlı, dinlediğini yazılı ve sözlü anlatma becerisi bağımsız değişkenler olarak ele alınmıştır. Kelime bilgisi nicelik ve derinlik olarak iki boyutta ele alınarak farklı yol analizi denemeleri yapılmıştır. Araştırma sonuçlarına göre; bağımlı ve bağımsız değişkenler arasında pozitif ve orta düzeyde anlamlı ilişkiler bulunmuştur. Ayrıca dinlediğini anlama ve kelime bilgisinin derinliği bağımsız değişkenleri ile oluşturulan birinci yol model kabul edilebilir uyum değerleri göstermiştir ve bağımlı değişkendeki varyansın %37’sini açıklamaktadır. Üçüncü olarak dinlediğini anlama ve kelime bilgisinin niceliği bağımsız değişkenleri ile oluşturulan ikinci yol model kısmen kabul edilebilir uyum değerleri göstermiş ve bağımlı değişkendeki varyansın %47’sini açıklasa da teorik olarak belirlenen model örneklem verisine uymamıştır. Bu durum anlama becerileri ile birlikte kelime bilgisinin niceliği ve derinliğinin anlatım becerileri üzerindeki rolünün önemli bir kanıtı olarak bilinen kelimelerin sayısı ve bu kelimelerin ne kadar iyi bilinerek kullanıldığı ayrımının ilkokul düzeyinde göstergesidir.

References

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  • Aarnoutse, C., Van Den Bos, K.P. ve Brand-Gruwel, S. (1998). Effects of listening comprehension training on listening and reading. The Journal of Special Education, 32(2), 115-126.
  • Akyol, H. (2019). İlk okuma ve yazma öğretimi. (17.Baskı). Ankara: Pegem.
  • Akyol, H. (2020). Programa uygun Türkçe öğretim yöntemleri (10.Baskı). Ankara: Pegem.
  • Alpar, R. (2011). Çok değişkenli istatistiksel yöntemler.Ankara: Detay Yayıncılık.
  • Anderson, R. C.,& Freebody, P. (1981). Vocabulary knowledge. In J. T. Guthrie (Ed.), Comprehension and teaching: Research reviews (pp. 77–117). Newark, DE: International Reading Association.
  • Arizona Department of Education. (2006). AIMS six trait analytic writing rubric official scoring guide. “http://www.ade.state.az.us/SBTL/6traits/Default.asp”.
  • Babayiğit, S. ve Stainthorp, R. (2011). Modeling the relationships between cognitive-linguistic skills and literacy skills: New insights from a transparent orthography. Journal of Educational Psychology, 103, 169–189.
  • Baker, S., Gersten, R. ve Graham, S. (2003). Teaching expressive writing to students with learning disabilities: Research-based applications and examples. Journal of Learning Disabilities, 36, 109–123.
  • Baş, B. ve Karadağ, Ö . (2012). Söz varlığı üzerine yurt dışında ve Türkiye’de yapılan temel araştırmalar. Milli Eğitim Dergisi, 42 (193), 81-105. Retrieved from https://dergipark.org.tr/en/pub/milliegitim/issue/36181/406774.
  • Baumgartner, H. ve Homburg, C. (1996). Applications of structural equation modeling in marketing and consumer research: A review. International Journal of Research in Marketing, 13(2), 139-161.
  • Beck, I., Perfetti, C. & McKeown, M. (1982). Effects oflong-term vocabulary instruction on lexical access and reading comprehension. Journal of Educational Psychology, 74, 506–521.
  • Biemiller, A. (2003). Vocabulary: Needed if more children are to read well. Reading Psychology, 24, 323-335.09.10.2017 tarihinde http://www.tandfonline.com/doi/pdf/ 10.1080/ 02702710390227297?needAccess=true adresinden erişilmiştir.
  • Browne, M. W. ve Cudeck, R. (1993). Alternative ways of assessing model fit. Sage Focus Editions, 154, 136-136. Bulut, B. (2013). Etkin dinleme eğitiminin dinlediğini anlama, okuduğunu anlama ve kelime hazinesi üzerine etkisi. Yayınlanmamış Yüksek Lisans Tezi. Adnan Menderes Üniversitesi, Sosyal Bilimler Enstitüsü. Aydın.
  • Büyüköztürk, Ş. (2013). Sosyal bilimler için veri analizi el kitabı: istatistik, araştırma deseni, spss uygulamaları ve yorum. Ankara: Pegem.
  • Büyüköztürk, Ş., Kılıç- Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., Demirel, F. (2014). Bilimsel araştırma yöntemleri (18. Baskı). Ankara: Pegem.
  • Byrne, B. M. (2012). Structural equation modeling with M plus: Basic concepts, applications and programming. New York. Routledge Taylor & Francis Group.
  • Cain, K. ve Oakhill, J. V. (2007). Children’s comprehension problems in oral and written language: A cognitive perspective. New York: Guilford.
  • Can, A. (2013). SPSS ile bilimsel araştırma sürecinde nicel veri analizi. Ankara: Pegem.
  • Center, Y., Freeman, L., Robertson, G. ve Outhred, L. (1999). The effect of visual training on the reading and listening comprehension of low listening comprehenders in year 2. Journal of Research in Reading, 22(2), 241-256.
  • Chapelle, C. A. (1994). Are C-tests valid measures for L2 vocabulary research?. Second Language Research, 10(2), 157-187. Coşkun, E. (2005). İlköğretim öğrencilerinin öyküleyici anlatımlarında bağdaşıklık, tutarlılık ve metin elementleri. Doktora Tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Crocker, L. ve Algina, J. (2006). Introduction to classical and modern test theory. USA: Cengage Learning.
  • Dunsmuir, S., Kyriacou, M., Batuwitage, S., Hinson, E., Ingram, V. ve O'Sullivan, S. (2015). An evaluation of the writing assessment measure (WAM) for children's narrative writing. Assessing Writing, 23, 1-18.
  • Ebel, R. L. (1965). Measuring educational achievement. New Jersey: EnglewoodCliffs.
  • Eckhardt, A. G. (2008). Sprache als Barriere für den schulischen Erfolg: Potentielle Schwierigkeiten beim Erwerb schulbezogener Sprache für Kinder mit Migrationshintergrund [Language as a barrier for educational success: Potential challenges for children with an immigrant background in acquiring school-related language]. Münster, Germany: Waxmann.
  • Education Northwest. (2006). 6 + 1 trait writing. “http://www.educationnorthwest.org”
  • Fong, C. Y. C. & Ho, C. S. H. (2017). What are the contributing cognitive-linguistic skills for early Chinese listening comprehension?. Learning and Individual Differences, 59, 78-85.
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Details

Primary Language Turkish
Subjects Social
Journal Section Articles
Authors

Ayşe Dilek YEKELER GÖKMEN> (Primary Author)
GİRESUN ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ
0000-0003-1878-5494
Türkiye


Mustafa ULUSOY>
GAZİ ÜNİVERSİTESİ, GAZİ EĞİTİM FAKÜLTESİ
0000-0002-5914-299X
Türkiye

Publication Date September 1, 2022
Application Date November 22, 2021
Acceptance Date April 20, 2022
Published in Issue Year 2022, Volume , Issue 56

Cite

Bibtex @research article { pauefd1026827, journal = {Pamukkale Üniversitesi Eğitim Fakültesi Dergisi}, issn = {1301-0085}, eissn = {1309-0275}, address = {}, publisher = {Pamukkale University}, year = {2022}, number = {56}, pages = {372 - 400}, doi = {10.9779/pauefd.1026827}, title = {Kelime Bilgisi ve Anlama Becerilerinin Anlatım Becerilerindeki Rolü: Farklı Yol Analizi Denemeleri}, key = {cite}, author = {Yekeler Gökmen, Ayşe Dilek and Ulusoy, Mustafa} }
APA Yekeler Gökmen, A. D. & Ulusoy, M. (2022). Kelime Bilgisi ve Anlama Becerilerinin Anlatım Becerilerindeki Rolü: Farklı Yol Analizi Denemeleri . Pamukkale Üniversitesi Eğitim Fakültesi Dergisi , (56) , 372-400 . DOI: 10.9779/pauefd.1026827
MLA Yekeler Gökmen, A. D. , Ulusoy, M. "Kelime Bilgisi ve Anlama Becerilerinin Anlatım Becerilerindeki Rolü: Farklı Yol Analizi Denemeleri" . Pamukkale Üniversitesi Eğitim Fakültesi Dergisi (2022 ): 372-400 <https://dergipark.org.tr/en/pub/pauefd/issue/72199/1026827>
Chicago Yekeler Gökmen, A. D. , Ulusoy, M. "Kelime Bilgisi ve Anlama Becerilerinin Anlatım Becerilerindeki Rolü: Farklı Yol Analizi Denemeleri". Pamukkale Üniversitesi Eğitim Fakültesi Dergisi (2022 ): 372-400
RIS TY - JOUR T1 - The Role of Vocabulary Knowledge and Comprehension Skills on Retelling Skills: Different Path Analysis Tests AU - Ayşe DilekYekeler Gökmen, MustafaUlusoy Y1 - 2022 PY - 2022 N1 - doi: 10.9779/pauefd.1026827 DO - 10.9779/pauefd.1026827 T2 - Pamukkale Üniversitesi Eğitim Fakültesi Dergisi JF - Journal JO - JOR SP - 372 EP - 400 VL - IS - 56 SN - 1301-0085-1309-0275 M3 - doi: 10.9779/pauefd.1026827 UR - https://doi.org/10.9779/pauefd.1026827 Y2 - 2022 ER -
EndNote %0 Pamukkale University Journal of Education Kelime Bilgisi ve Anlama Becerilerinin Anlatım Becerilerindeki Rolü: Farklı Yol Analizi Denemeleri %A Ayşe Dilek Yekeler Gökmen , Mustafa Ulusoy %T Kelime Bilgisi ve Anlama Becerilerinin Anlatım Becerilerindeki Rolü: Farklı Yol Analizi Denemeleri %D 2022 %J Pamukkale Üniversitesi Eğitim Fakültesi Dergisi %P 1301-0085-1309-0275 %V %N 56 %R doi: 10.9779/pauefd.1026827 %U 10.9779/pauefd.1026827
ISNAD Yekeler Gökmen, Ayşe Dilek , Ulusoy, Mustafa . "Kelime Bilgisi ve Anlama Becerilerinin Anlatım Becerilerindeki Rolü: Farklı Yol Analizi Denemeleri". Pamukkale Üniversitesi Eğitim Fakültesi Dergisi / 56 (September 2022): 372-400 . https://doi.org/10.9779/pauefd.1026827
AMA Yekeler Gökmen A. D. , Ulusoy M. Kelime Bilgisi ve Anlama Becerilerinin Anlatım Becerilerindeki Rolü: Farklı Yol Analizi Denemeleri. PUJE. 2022; (56): 372-400.
Vancouver Yekeler Gökmen A. D. , Ulusoy M. Kelime Bilgisi ve Anlama Becerilerinin Anlatım Becerilerindeki Rolü: Farklı Yol Analizi Denemeleri. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi. 2022; (56): 372-400.
IEEE A. D. Yekeler Gökmen and M. Ulusoy , "Kelime Bilgisi ve Anlama Becerilerinin Anlatım Becerilerindeki Rolü: Farklı Yol Analizi Denemeleri", Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, no. 56, pp. 372-400, Sep. 2022, doi:10.9779/pauefd.1026827

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