Farklı Metin Türlerinde Okuduğunu Anlama Becerilerinin Zihin Kuramı Becerileri Açısından İncelenmesi

Serpil Elalmış; Fatih Çetin Çetinkaya

doi:10.55008/te-ad.1706385

EN TR

Examining Reading Comprehension Skills in Different Text Types in Terms of Theory of Mind Skills

Abstract

Purpose: In the study, the effects of theory of mind on reading comprehension skills in narrative and informational texts were examined by including vocabulary, verbal working memory and attention skills. Method and Materials: The study was conducted in the relational survey model. The study group, which was determined by convenience sampling method, consisted of 148 third grade primary school students from Turkey. The data of the study were collected using the Inaccurate Analysis Inventory, Theory of Mind Tasks, The Vocabulary Scale, Nonword Repetition List and Bourdon Attention Test. Data were analyzed using simple linear and multiple linear regression analysis. Results: Theory of mind skill alone predicts reading comprehension skills in narrative and informational texts. However, when other variables are included in the analysis, it is seen that ToM skills are a significant predictor of reading comprehension skills in narrative texts, but not in informative texts. It is seen that there is a stronger relationship between reading comprehension skills in narrative text and theory of mind, and between reading comprehension skills in informative text and vocabulary variable compared to other variables.

Keywords

Attention, vocabulary, reading comprehension skills, verbal working memory, Theory of mind skills

Farklı Metin Türlerinde Okuduğunu Anlama Becerilerinin Zihin Kuramı Becerileri Açısından İncelenmesi

Abstract

Amaç: Çalışmada zihin kuramının hikâye edici ve bilgi verici metinlerde okuduğunu anlama becerileri üzerindeki etkisi kelime hazinesi, sözel çalışma belleği ve dikkat becerileri de dâhil edilerek incelemiştir. Yöntem ve Araçlar: Çalışma ilişkisel tarama modelinde gerçekleştirilmiştir. Kolay örnekleme yöntemiyle belirlenen çalışma grubunu Türkiye’den 148 ilkokul üçüncü sınıf öğrencisi oluşturmaktadır. Çalışmanın verileri Yanlış Analiz Envanteri, Zihin Kuramı Görevleri, Kelime Bilgisi Ölçeği, Anlamsız Sözcük Tekrarı Listesi ve Bourdon Dikkat Testi kullanılarak toplanmıştır. Veriler basit doğrusal ve çoklu doğrusal regresyon analizi kullanılarak analiz edilmiştir. Sonuçlar: Zihin kuramı becerisi tek başına hikâye edici ve bilgi verici metinlerde okuduğunu anlama becerisini yordamaktadır. Ancak analize diğer değişkenler dâhil edildiğinde zihin kuramı becerilerinin hikaye edici metinde okuduğunu anlama becerisinin anlamlı bir yordayıcısı olduğu görülürken bilgi verici metinde okuduğunu anlama becerisinin anlamlı bir yordayıcısı olmadığı görülmektedir. Hikâye edici metinde okuduğunu anlama becerisi ile zihin kuramı arasında, bilgi verici metinde okuduğunu anlama becerisi ile kelime hazinesi değişkeni arasında diğer değişkenlere kıyasla daha yüksek bir ilişkinin olduğu görülmektedir.

Keywords

Dikkat, kelime hazinesi, okuduğunu anlama becerileri, sözel çalışma belleği, zihin kuramı becerileri.

References

Abdelaal, N. M., &Sase, A. S. (2014). Relationship between prior knowledge and reading comprehension. Advances in Language and Literary Studies, 5(6), 125-131.
Adrian, J. E., Clemente, R. A., Villanueva, L., & Rieffe, C. (2005).Parent–child picture-book reading, mothers’ mental state language and children’s theory of mind. Journal of Child Language, 32(3), 673-686. https://doi.org/10.1017/S030.500.0905006963
Ahmadi, M. R. (2017). The impact of motivation on reading comprehension. International Journal of Research in English Education, 2(1), 1-7. https://doi.org/10.18869/acadpub.ijree.2.1.1
Akoğlu, G., & Acarlar, F. (2014). Investigation of Turkish nonword repetition list for 3-9 years children. Education and Science, 39(173), 13-24.
Akoğlu, G., Ergül, C., & Duman, Y. (2014). Etkileşimli kitap okuma: Korunmaya muhtaç çocukların alıcı ve ifade edici dil becerilerine etkileri. Ilkogretim Online, 13(2).
Akyol, H. (2006). Türkçe ilk okuma yazma öğretimi. Pegem A Yayıncılık.
Akyol, H., & Sural, Ü. Ç. (2020). Okuma, okuduğunu anlama ve okuma motivasyonunun geliştirmesi: bir eylem araştırması. Eğitim ve Bilim, 46(205). http://dx.doi.org/10.15390/EB.2020.8977
Akyol, H., Yıldırım, K., Seyit, A., & Çetinkaya, Ç. (2013). Anlamaya yönelik nasıl sorular soruyoruz?. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 9(1), 41-56.
Akyol, M., & Baştuğ, M. (2015). Yapılandırılmış akıcı okuma yönteminin üçüncü sınıf öğrencilerinin akıcı okuma ile okuduğunu anlama becerilerine etkisi. Trakya Üniversitesi Sosyal Bilimler Dergisi, 17(1), 125-141.
Aram, D., Fine, Y., & Ziv, M. (2013). Enhancing parent–child shared book reading interactions: Promoting references to the book’s plot and socio-cognitive themes. Early childhood research quarterly, 28(1), 111-122. https://doi.org/10.1016/j.ecresq.2012.03.005

Arnold, D. S., Lonigan, C. J., Whitehurst, G. J., & Epstein, J. N. (1994). Accelerating language development through picture book reading: Replication and extension to a videotape training format. Journal of Educational Psychology, 86, 235-243.
Arrington, C. N., Kulesz, P. A., Francis, D. J., Fletcher, J. M., & Barnes, M. A. (2014). The contribution of attentional control and working memory to reading comprehension and decoding. Scientific Studies of Reading, 18(5), 325-346. https://doi.org/10.1080/10888.438.2014.902461
Arslan B, Hohenberger A., & Verbrugge, R. (2017). Syntactic recursion facilitates and working memory predicts recursive theory of mind. PLoS ONE 12: e0169510. https://doi.org/10.1371/journal.pone.0169510
Aslan, A. (2018). İlkokul Türkçe 3 ders kitabı. Gizem Yayıncılık.
Astington, J. W., & Baird, J. A. (Eds.).(2005). Why language matters for theory of mind. Oxford University Press.
Astington, J. W., & Jenkins, J. M. (1999). A longitudinal study of the relation between language and theory-of-mind development. Developmental Psychology, 35(5), 1311–1320. https://doi.org/10.1037/0012-1649.35.5.1311
Astington, J. W., Pelletier, J., & Homer, B. (2002). Theory of mind and epistemological development: The relation between children’s second-order false-belief understanding and their ability to reason about evidence. New Ideas in Psychology, 20(2-3), 131-144. https://doi.org/10.1016/S0732-118X(02)00005-3
Astington, J.W., & Edward, M. J. (2010).The development of theory of mind in early childhood. Zelazo P.D., (topic ed.). Tremblay, R.E, Boivin, M., Peters R. DeV. (Eds). Encyclopedia on Early Childhood Development.
Atkinson, L., Slade, L., Powell, D., & Levy, J. P. (2017). Theory of mind in emerging reading comprehension: A longitudinal study of early indirect and direct effects. Journal of Experimental Child Psychology, 164, 225-238. https://doi.org/10.1016/j.jecp.2017.04.007
Aydın, G. & Demirel, T. (2010). İlköğretim Türkçe 3 öğretmen kılavuz kitabı. Kelebek Matbaacılık.
Bach, L. J., Happe, F., Fleminger, S., & Powell, J. (2000). Theory of mind: Independence of executive function and the role of the frontal cortex in acquired brain injury. Cognitive Neuropsychiatry, 5(3), 175-192. https://doi.org/10.1080/135.468.00050083520
Baron-Cohen, S. (2001). Theory of mind in normal development and autism. Prisme. 34(1), 74-183, 2001.
Baron-Cohen, S., Leslie, A. M., & Frith, U. (1985). Does the autistic child have a “theory of mind”?. Cognition, 21(1), 37-46.
Baron-Cohen, S., O’riordan, M., Stone, V., Jones, R., & Plaisted, K. (1999). Recognition of faux pas by normally developing children and children with Asperger syndrome or high functioning autism. Journal of Autism and Developmental Disorders, 29, 407-418.
Başaran, M. (2013).Reading fluency as an indicator of reading comprehension. Educational Sciences: Theory and Practice, 13(4),2287-2290.
Bıçakçı, M. Y., Suhendan, E. R., & Neriman, A. R. A. L. (2018). Etkileşimli öykü kitabı okuma sürecinin çocukların dil gelişimi üzerine etkisi. Kastamonu Eğitim Dergisi, 26(1), 201-208. https://doi.org/10.24106/kefdergi.375865
Brassell, D., & Rasinski, T. (2008). Comprehension that works: Taking students beyond ordinary understanding to deep comprehension. Teacher Created Materials.
Bretherton, I., & Beeghly, M. (1982). Talking about internal states: The acquisition of an explicit theory of mind. Developmental Psychology, 18(6), 906. https://doi.org/10.1037/0012-1649.18.6.906
Brüne, M., & Brüne-Cohrs, U. (2006). Theory of mind—evolution, ontogeny, brain mechanisms and psychopathology. Neuroscience& Biobehavioral Reviews, 30(4), 437-455. https://doi.org/10.1016/j.neubiorev.2005.08.001
Büyüköztürk, Ş. (2020). Sosyal bilimler için veri analizi el kitabı (23 ed.). Pegem Akademi.
Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2021). Bilimsel araştırma yöntemleri (30.Bs.). Pegem.
Cain, K., & Oakhill, J. (2014). Reading comprehension and vocabulary: Is vocabulary more important for some aspects of comprehension?. L’Année Psychologique, 114(4), 647-662
Cain, K., Oakhill, J. V., Barnes, M. A., & Bryant, P. E. (2001). Comprehension skill, inference making ability, and their relation to knowledge. Memory & Cognition, 29(6), 850-859.
Cain, K., Oakhill, J., & Bryant, P. (2004). Children’s reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 96(1), 31. https://doi.org/10.1037/0022-0663.96.1.31
Carpendale, J. I., & Lewis, C. (2004). Constructing an understanding of mind: The development of children’s social understanding within social interaction. Behavioral and Brain Sciences, 27(1), 79-96. https://doi.org/10.1017/S0140525X04000032
Cassidy, K. W., Ball, L. V., Rourke, M. T., Werner, R. S., Feeny, N., Chu, J. Y., ... & Perkins, A. (1998). Theory of mind concepts in children’s literature. Applied Psycholinguistics, 19(3), 463-470.
Christopher,M.E.,Miyake,A.,Keenan,J.M.,Pennington,B.F.,DeFries,J.C.,Wadsworth,S.J.,&Olson,R.K.(2012). Predicting Word reading and comprehension with executive function and speed measures across development: A latent variable analysis. Journal of Experimental Psychology: General,141, 470–488. http://dx.doi.org/10.1037/a0027375
Cohen, L. E., Kramer-Vida, L., & Frye, N. (2012). Using dialogic reading as Professional development to improve students’ English and Spanish vocabulary. NHSA Dialog, 15(1), 59-80. https://doi.org/10.1080/15240.754.2011.636490
Çetinkaya, Ç. (2011). İlköğretim 4 Ve 5. Sınıf öğrencilerinin kelime kullanım sıklıkları üzerine bir araştırma [Yayımlanmamış doktora tezi] Gazi Üniversitesi.
Çetinkaya, F. Ç., Ateş, S., & Yıldırım, K. (2016). Prozodik okumanın aracılık etkisi: lise düzeyinde okuduğunu anlama ve akıcı okuma arasındaki ilişkilerin incelenmesi. Electronic Turkish Studies, 11(3).
Çetinkaya, F. Ç., Öksüz, H. İ., ve Öztürk, M. (2018). Etkileşimli okuma ve kelime hazinesi.Uluslararası Sosyal Araştırmalar Dergisi, 11(60), 705-715. https://doi:10.17719/jisr.2018.2825.
De Villiers, J. (2007). The interface of language and theory of mind. Lingua, 117(11), 1858-1878. https://doi.org/10.1016/j.lingua.2006.11.006
DeNigris, D., Obeid, R., & Brooks, P. J. (2022). “I know what they will do next!”: Evaluating contributions of theory of mind to reading comprehension in school-aged Children. In Proceedings of the 46th Annual Boston University Conference on Language Development (ss. 128-141). Cascadilla Press.
Denton, C. A., Enos, M., York, M. J., Francis, D. J., Barnes, M. A., Kulesz, P. A., ...& Carter, S. (2015). Text‐processing differences in adolescent adequate and poor comprehenders reading accessible and challenging narrative and informational text. Reading Research Quarterly, 50(4), 393-416. https://doi.org/10.1002/rrq.105
Devine, R. T., & Hughes, C. (2019). Let’s talk: Parents’ mental talk (not mind‐mindedness or mindreading capacity) predicts children’s false belief understanding. Child Development, 90(4), 1236-1253. https://doi.org/10.1111/cdev.12990
Dore, R. A., Amendum, S. J., Golinkoff, R. M., & Hirsh-Pasek, K. (2018). Theory of mind: A hidden factor in reading comprehension? Educational Psychology Review, 30 (3), 1067–1089. https://doi.org/10.1007/s10648.018.9443-9
Dyer, J. R., Shatz, M., & Wellman, H. M. (2000). Young children’s storybooks as a source of mental state information.Cognitive Development, 15, 17–37. https://doi.org/10.1016/S0885-2014(00)00017-4
Ebert, S., Peterson, C., Slaughter, V., & Weinert, S. (2017). Links among parents’ mental state language, family socioeconomic status, and preschoolers’ theory of mind development. Cognitive Development, 44, 32-48. https://doi.org/10.1016/j.cogdev.2017.08.005
Ergül, C., Akoğlu, G., Akçamuş, M. Ç. Ö., Tülü, B. K., Kudret, Z. B., & Demir, E. (2022). Çalışma belleğinin okuma akıcılığı ve okuduğunu anlama performansına katkısı: Boylamsal sonuçlar. Eğitim ve Bilim, 47(211).
Ergül, C., Yılmaz, Ç. Ö., & Demir, E. (2018). 5-10 yaş grubu çocuklara yönelik geliştirilmiş çalışma belleği ölçeğinin geçerlik ve güvenirliği. Eğitimde Kuram ve Uygulama, 14(2), 187-214. https://doi.org/10.17244/eku.427280
Feldman, C. F., Bruner, J., Renderer, B., & Spitzer, S. (2014). Narrative comprehension. In Narrative thought and narrative language (pp. 1-78). Psychology Press.
Fraenkel, Jack R., & Wallen, Norman E. (2009). How to design and evaluate research in education (Seventh ed.). McGraw-Hill. Gamannossi, B. A., & Pinto, G. (2014). Theory of mind and language of mind in narratives: evelopmental trends from kindergarten to primary school. First Language, 34(3), 262-272. https://doi.org/10.1177/014.272.3714535875
Garner, P. W., Jones, D. C., Gaddy, G., & Rennie, K. M. (1997). Low‐income mothers’ conversations about emotions and their children’s emotional competence. Social Development, 6(1), 37-52. https://doi.org/10.1111/j.1467-9507.1997.tb00093.x
George, D., & Mallery, P. (2001). Spss for windows step by step: A simple guide and reference 10.0 update (3 ed.). Allyn and Bacon.
Gleitman, L. (1990). The structural sources of verb meanings. Language Acquisition, (1), 3–55. https://doi.org/10.1207/s15327817la0101_2
Goff, D. A., Pratt, C., & Ong, B. (2005). The relations between children’s reading comprehension, working memory, language skills and components of reading decoding in a normal sample. Reading and Writing: An Interdisciplinary Journal, 18(7–9), 583–616. https://doi.org/10.1007/s11145.004.7109-0
Graesser, A. C., Singer, M., & Trabasso, T. (1994). Constructing inferences during narrative text comprehension. Psychological Review, 101(3), 371. https://doi.org/10.1037/0033-295X.101.3.371
Grazzani, I., & Ornaghi, V. (2012). How do use and comprehension of mental-state language relate to theory of mind in middle childhood?. Cognitive Development, 27(2), 99-111.
Green, S. B. (1991). How many subjects does it take do to a regression analysis. Multivariate Behavioral Research, 26(3), 499-510.
Guajardo, N. R., & Cartwright, K. B. (2016). The contribution of theory of mind, counterfactual reasoning, and executive function to pre-readers’ language comprehension and later reading awareness and comprehension in elementary school. Journal of Experimental Child Psychology, 144, 27-45. https://doi.org/10.1016/j.jecp.2015.11.004
Guajardo, N. R., & Watson, A. C. (2002). Narrative discourse and theory of mind development. The Journal of Genetic Psychology, 163(3), 305-325. https://doi.org/10.1080/002.213.20209598686
Guthrie, J. T., Hoa, A. L. W., Wigfield, A., Tonks, S. M., Humenick, N. M., & Littles, E. (2007). Reading motivation and reading comprehension growth in the later elementary years. Contemporary Educational Psychology, 32(3), 282-313. https://doi.org/10.1016/j.cedpsych.2006.05.004
Hall, C., Vaughn, S., Barnes, M. A., Stewart, A. A., Austin, C. R., & Roberts, G. (2020). The effects of inference instruction on the reading comprehension of English learners with reading comprehension difficulties. Remedial and Special Education, 41(5),259-270. https://doi.org/10.3102/003.465.43231171345
Hamilton, S. T., Freed, E. M., & Long, D. L. (2013). Modeling reader and text interactions during narrative comprehension: A test of the lexical quality hypothesis. Discourse Processes, 50(2), 139-163.
Hamilton, S., Freed, E., & Long, D. L. (2016). Word‐decoding skill interacts with working memory capacity to influence inference generation during reading. Reading Research Quarterly, 51(4), 391-402.
Hargrave, A. C., & Sénéchal, M. (2000). A book reading intervention with preschool children who have limited vocabularies: The benefits of regular reading and dialogic reading. Early Childhood Research Quarterly, 15(1), 75-90. https://doi.org/10.1016/S0885-2006(99)00038-1
Hogan, T., Bridges, M. S., Justice, L. M., & Cain, K. (2011). Increasing higher level language skills to improve reading comprehension. Focus on Exceptional Children 44(3). https://doi.org/10.17161/foec.v44i3.6688
Holmer, E., Heimann, M., & Rudner, M. (2016). Theory of mind and reading comprehension in deaf and hard-of-hearing signing children. Frontiers in Psychology, 7, 854. https://doi.org/10.3389/fpsyg.2016.00854
Howlin, P., Baron Cohen, S., & Hadwin, J. (2016). Otizmi olan çocuklara zihin okumayı öğretmek. Nobel Akademik Yayıncılık Eğitim Danışma.
İlter, İ. (2015).Sosyal bilgilerde kelime hazinesinin geliştirilmesinde frayer modelinin etkisinin incelenmesi. Elementary Education Online, 14(3), 1107-1129. https://doi.org/10.17051/io.2015.55440
Jackson, S., Slade, L., Levy, J. P., & McCormick, S. F. (2022). A longitudinal study of theory of mind and listening comprehension: Is preschool theory of mind important?. Journal of Experimental Child Psychology, 219, 105388. https://doi.org/10.1016/j.jecp.2022.105388
Jenkins, J. M., & Astington, J. W. (1996). Cognitive factors and family structure associated with theory of mind development in young children. Developmental Psychology, 32, 70–78. https://doi.org/10.1037/0012-1649.32.1.70
Karaduman, B. D. (2004). Dikkat toplama eğitim programının ilköğretim 4. ve 5. sınıf öğrencilerinin dikkat toplama düzeyi, benlik algısı ve başarı düzeylerine etkisi [Yayımlanmamış doktora tezi] Ankara Üniversitesi.
Karasar, Niyazi. (2005). Bilimsel araştırma yöntemi. Nobel Yayın Dağıtım.
Keskin, H. K. (2012). Akıcı okuma yöntemlerinin okuma becerileri üzerindeki etkisi [Yayımlanmamış doktora tezi] Gazi Üniversitesi.
Kim, Y. S. (2015). Language and cognitive predictors of text comprehension: Evidence from multivariate analysis. Child Development, 86(1), 128-144. https://doi.org/10.1111/cdev.12293
Kim, Y. S. G. (2016). Direct and mediated effects of language and cognitive skills on comprehension of oral narrative texts (listening comprehension) for children. Journal of Experimental Child Psychology, 141, 101-120. https://doi.org/10.1016/j.jecp.2015.08.003
Kim, Y. S. G. (2020). Hierarchical and dynamic relations of language and cognitive skills to reading comprehension: Testing the direct and indirect effects model of reading (DIER). Journal of Educational Psychology, 112(4), 667. https://doi.org/10.1037/edu0000407
Kim, Y. S. G., Dore, R., Cho, M., Golinkoff, R., & Amendum, S. J. (2021). Theory of mind, mental state talk, and discourse comprehension: Theory of mind process is more important for narrative comprehension than for informational text comprehension. Journal of Experimental Child Psychology, 209, 105181. https://doi.org/10.1016/j.jecp.2021.105181
Kontas, T., & Ozsevgec, L. C. (2015). Investigating the development of Theory of Mind: Post pre-school children. The Anthropologist, 22(2), 176-184.
Kurudayıoğlu, M. (2018). Kelime hazinesinin zihinsel boyutu. Ana Dili Eğitimi Dergisi, 6(1), 1-16.
Miller, C. A. (2006). Developmental relationships between language and theory of mind. American Journal of Speech-Language Pathology, 15(2):142–154. https://doi.org/10.1044/1058-0360(2006/014)
Miller, S. A. (2009). Children’s understanding of second-order mental states. Psychological Bulletin, 135(5), 749. https://doi.org/10.1037/a0016854
Milligan, K., Astington, J. W., & Dack, L. A. (2007). Language and theory of mind: Meta‐analysis of the relation between language ability and false‐belief understanding. Child Development, 78(2), 622-646. https://doi.org/10.1111/j.1467-8624.2007.01018.x
Moeller, M. P., & Schick, B. (2006). Relations between maternal input and theory of mind understanding in deaf children. Child Development, 77(3), 751-766. https://doi.org/10.1111/j.1467-8624.2006.00901.x
Nagy, William E. (1998). Teaching vocabulary to improve reading comprehension. Newark: IRA.
Nelson, K. (2005). Language pathways to the community of minds. In J. W. Astington & J. A. Baird (Eds.), Why language matters to theory of mind (pp. 26–49). Oxford University Press. https://doi.org/10.1093/acprof:oso/978.019.5159912.003.0002
Nicolopoulou, A., & Richner, E. S. (2007). From actors to agents to persons: the development of character representation in young children’s narratives. Child Development, 78(2), 412–429. https://doi.org/10.1111/j.1467-8624.2007.01006.x.
Ontai, L. L., & Thompson, R. A. (2008). Attachment, parent–child discourse and theory‐of‐mind development. Social Development, 17(1), 47-60. https://doi.org/10.1111/j.1467-9507.2007.00414.x
Opel, A., Ameer, S. S., & Aboud, F. E. (2009). The effect of preschool dialogic reading on vocabulary among rural Bangladeshi children. International Journal of Educational Research, 48(1), 12-20. https://doi.org/10.1016/S0885-2006(99)00038-1
Öksüz, H. İ., & Akyol, H. (2023a). Ön bilgi, okuma hataları ve kelime tanıma becerilerinin okuduğunu anlamaya etkisi. Ana Dili Eğitimi Dergisi, 11(2).
Öksüz, H. İ., & Akyol, H. (2023b). Ön bilgi, sözel çalışma belleği ve dikkat becerilerinin okuduğunu anlama becerilerine etkisi. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 9(3), 893-907.
Özbay, M., & Özdemir, B. (2012). Okuduğunu Anlama Sürecinde Çıkarım Yapma Becerisinin İşlevi/Function of the inference skills during the process of reading comprehension. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 9(18), 17-28.
Özbek, E., (2021). 60-72 aylık çocukların öz düzenleme ve zihin kuramı becerileri arasındaki ilişkinin incelenmesi [Yayımlanmamış yüksek lisans tezi] Marmara Üniversitesi, İstanbul.
Pearson, R. M. (2010). Faux pas and insults: An investigation of social understanding in middle childhood (Order No. 1480739).
Pelletier, J., & Beatty, R. (2015). Children’s understanding of Aesop’s fables: relations to reading comprehension and theory of mind. Frontiers in Psychology, 6, 1448. https://doi.org/10.3389/fpsyg.2015.01448
Pelletier, J., & Wilde Astington, J. (2004). Action, consciousness and theory of mind: Children’s ability to coordinate story characters’ actions and thoughts. Early Education and Development, 15(1), 5-22. https://doi.org/10.1207/s15566935eed1501_1
Perfetti, C. A., Landi, N., & Oakhill, J. (2005). The acquisition of reading compre-hension skill. InThe science of reading: A handbook(pp. 227–247). Milton:Blackwell Publishing. https://doi.org/10.1002/978.047.0757642.ch13
Perner, J., & Wimmer, H. (1985). “John thinks that Mary thinks that…” attribution of second-order beliefs by 5-to 10-year-old children. Journal of Experimental Child Psychology, 39(3), 437-471. https://doi.org/10.1016/0022-0965(85)90051-7
Peterson, C. C., & Slaughter, V. P. (2006). Telling the story of theory of mind: Deaf and hearing children’s narratives and mental state understanding. British Journal of Developmental Psychology, 24(1), 151-179. https://doi.org/10.1348/026151005X60022
Pinto, G., Primi, C., Tarchi, C., & Bigozzi, L. (2017). Mental state talk structure in children’s narratives: A cluster analysis. Child Development Research, 2017. https://doi.org/10.1155/2017/1725487
Ramsey, W. R., Bellom-Rohrbacher, K., & Saenz, T. (2021). The effects of dialogic reading on the expressive vocabulary of pre-school aged children with moderate to severely impaired expressive language skills. Child Language Teaching and Therapy, 37(3), 279-299. https://doi.org/10.1177/026.565.90211019449
Riggio, M. M., & Cassidy, K. W. (2009). Preschoolers’ processing of false beliefs within the context of picture book reading. Early Education and Development, 20(6), 992-1015. https://doi.org/10.1080/104.092.80903375685
Ruffman, T., Slade, L., & Crowe, E. (2002). The relation between child and mothers’ mental state language and theory-of-mind understanding.Child Development, 73, 734–751. https://doi.org/10.1111/1467-8624.00435
Saadatnia, M., Ketabi, S., & Tavakoli, M. (2017). Levels of reading comprehension across text types: A compar-ison of literal and inferential comprehension of expository and narrative texts in Iranian EFL learners. Journal of Psycholinguistic Research,46, 1087–1099. https://doi.org/10.1007/s10936.017.9481-3S
Sabbagh, M. A., & Callanan, M. A. (1998). Metarepresentation in action: 3-, 4-, and 5-year-olds’ developing theories of mind in parent–child conversations. Developmental Psychology, 34(3), 491. https://doi.org/10.1037/0012-1649.34.3.491
Sarı, B., & Altun, D. (2018).Okul öncesi dönem çocuklarının Hikâye Anlama ile zihin kuramı becerileri arasındaki ilişkinin incelenmesi. Ana Dili Eğitimi Dergisi, 6(4), 945-960. https://doi.org/10.16916/aded.441307
Schneider, W., Lockl, K., & Fernandez, O. (2005). Inter-relationships among theory of mind, executive control, language development and working memory in young children.In W. Schneider, R. Schumann-Hengsteler, & B. Sodian (Eds.), Young children’s cognitive development (pp. 259–284).Lawrence Erlbaum Associates.
Seigneuric, A., Ehrlich, M. F., Oakhill, J. V., & Yuill, N. M. (2000).Working memory resources and children’s reading comprehension. Reading and Writing, 13, 81-103
Sesma, H. W., Mahone, E. M., Levine, T., Eason, S. H., & Cutting, L. E. (2009). The contribution of executive skills to reading comprehension. Child neuropsychology, 15(3), 232-246. https://doi.org/10.1080/092.970.40802220029
Shanahan, T., & Shanahan, S. (1997). Character perspective charting: Helping children to develop a more complete conception of story. The Reading Teacher, 50(8), 668-677. https://www.jstor.org/stable/20201844
Stone, V. E., Baron-Cohen, S., & Knight, R. T. (1998). Frontal lobe contributions to theory of mind. Journal of Cognitive Neuroscience, 10(5), 640-656. https://doi.org/10.1162/089.892.998562942
Strasser, K., & Río, F. D. (2014). The role of comprehension monitoring, theory of mind, and vocabulary depth in predicting story comprehension and recall of kindergarten children. Reading Research Quarterly, 49(2), 169-187.https://doi.org/10.1002/rrq.68
Swanson, H. L. (2011). Dynamic testing, working memory, and reading comprehension growth in children with reading disabilities. Journal of Learning Disabilities, 44, 358–371.
Swanson, H. L., Zheng, X., & Jerman, O. (2009). Working memory, short-term memory, and reading disabilities: A selective metaanalysis of the literature. Journal of Learning Disabilities, 42, 260–287.
Symons, D. K. (2004).Mental state discourse, theory of mind, and the internalization of self–other understanding. Developmental Review, 24(2), 159-188. https://doi.org/10.1016/j.dr.2004.03.001
Symons, D. K., Peterson, C. C., Slaughter, V., Roche, J., & Doyle, E. (2005). Theory of mind and mental state discourse during book reading and story‐telling tasks. British Journal of Developmental Psychology, 23(1), 81-102. https://doi.org/10.1348/026151004X21080
Şimsek, Z. C., & Erdoğan, N. I. (2015). Effects of the dialogic and traditional reading techniques on children’s language development. Procedia-Social and Behavioral Sciences, 197, 754-758. https://doi.org/10.1016/j.sbspro.2015.07.172
Tarchi, C. (2010). Reading comprehension of informative texts in secondary school: A focus on direct and indirect effects of reader’s prior knowledge. Learning and Individual Differences, 20(5), 415-420. https://doi.org/10.1016/j.lindif.2010.04.002
Temizyürek, F. (2008). The impact of different types of texts on Turkish language reading comprehension at primary school grade eight students. Eurasian Journal of Educational Research, 30, 141–152.
Tompkins, V. (2015). Mothers’ cognitive state talk during shared book reading and children’s later false belief understanding. Cognitive Development, 36, 40-51. https://doi.org/10.1016/j.cogdev.2015.08.004
Wesche, M., & Paribakht, T. S. (1996). Assessing second language vocabulary knowledge: Depth versus breadth. Canadian Modern Language Review, 53(1), 13-40. https://doi.org/10.3138/cmlr.53.1.13
Wigfield, A., Gladstone, J. R., & Turci, L. (2016). Beyond cognition: Reading motivation and reading comprehension. Child Development Perspectives, 10(3), 190-195. https://doi.org/10.1111/cdep.12184
Wu, Y., Barquero, L. A., Pickren, S. E., Barber, A. T., & Cutting, L. E. (2020). The relationship between cognitive skills and reading comprehension of narrative and expository texts: A longitudinal study from Grade 1 to Grade 4. Learning and Individual Differences, 80, 101848. https://doi.org/10.1016/j.lindif.2020.101848
Yavuz, İ. (2021). Ders kitaplarında okunabilirlik. IBM Corp. Released 2016.
Yıldırım, K., Yıldız, M., & Ateş, S. (2011). Is vocabulary a strong variable predicting reading comprehension and does the prediction degree of vocabulary vary according to text types. Education Sciences: Theory & Practice, 11 (3) (2011), pp. 1541-1547.
Yıldırım, K., Yıldız, M., Ateş, S., & Rasinski, T. (2010). Fifth-grade Turkish elementary school students’ listening and reading comprehension levels with regard to text types. Educational Sciences: Theory and Practice, 10(3), 1879-1891.
Yıldız, M., & Akyol, H. (2011). İlköğretim 5.sınıf öğrencilerinin okuduğunu anlama, okuma motivasyonu ve okuma alışkanlıkları arasındaki ilişki. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 31(3), 793-815.
Yılmaz, Ş. (2014). Resimli öykü kitaplarının zihin kuramı açısından incelenmesi [Yayımlanmamış doktora tezi] Trakya Üniversitesi.

Details

Primary Language

Turkish

Subjects

Classroom Education

Journal Section

Research Article

Authors

Serpil Elalmış ^*
0000-0003-2045-1151
Türkiye

Fatih Çetin Çetinkaya
0000-0002-9843-6747
Türkiye

Early Pub Date

November 30, 2025

Publication Date

November 30, 2025

Submission Date

May 26, 2025

Acceptance Date

June 18, 2025

Published in Issue

Year 2025 Volume: 5 Number: 2

DOI

https://doi.org/10.55008/te-ad.1706385

IZ

https://izlik.org/JA57LA38EP

APA

Elalmış, S., & Çetinkaya, F. Ç. (2025). Farklı Metin Türlerinde Okuduğunu Anlama Becerilerinin Zihin Kuramı Becerileri Açısından İncelenmesi. Temel Eğitim Araştırmaları Dergisi, 5(2), 139-158. https://doi.org/10.55008/te-ad.1706385

AMA

1.Elalmış S, Çetinkaya FÇ. Farklı Metin Türlerinde Okuduğunu Anlama Becerilerinin Zihin Kuramı Becerileri Açısından İncelenmesi. JREE. 2025;5(2):139-158. doi:10.55008/te-ad.1706385

Chicago

Elalmış, Serpil, and Fatih Çetin Çetinkaya. 2025. “Farklı Metin Türlerinde Okuduğunu Anlama Becerilerinin Zihin Kuramı Becerileri Açısından İncelenmesi”. Temel Eğitim Araştırmaları Dergisi 5 (2): 139-58. https://doi.org/10.55008/te-ad.1706385.

EndNote

Elalmış S, Çetinkaya FÇ (November 1, 2025) Farklı Metin Türlerinde Okuduğunu Anlama Becerilerinin Zihin Kuramı Becerileri Açısından İncelenmesi. Temel Eğitim Araştırmaları Dergisi 5 2 139–158.

IEEE

[1]S. Elalmış and F. Ç. Çetinkaya, “Farklı Metin Türlerinde Okuduğunu Anlama Becerilerinin Zihin Kuramı Becerileri Açısından İncelenmesi”, JREE, vol. 5, no. 2, pp. 139–158, Nov. 2025, doi: 10.55008/te-ad.1706385.

ISNAD

Elalmış, Serpil - Çetinkaya, Fatih Çetin. “Farklı Metin Türlerinde Okuduğunu Anlama Becerilerinin Zihin Kuramı Becerileri Açısından İncelenmesi”. Temel Eğitim Araştırmaları Dergisi 5/2 (November 1, 2025): 139-158. https://doi.org/10.55008/te-ad.1706385.

JAMA

1.Elalmış S, Çetinkaya FÇ. Farklı Metin Türlerinde Okuduğunu Anlama Becerilerinin Zihin Kuramı Becerileri Açısından İncelenmesi. JREE. 2025;5:139–158.

MLA

Elalmış, Serpil, and Fatih Çetin Çetinkaya. “Farklı Metin Türlerinde Okuduğunu Anlama Becerilerinin Zihin Kuramı Becerileri Açısından İncelenmesi”. Temel Eğitim Araştırmaları Dergisi, vol. 5, no. 2, Nov. 2025, pp. 139-58, doi:10.55008/te-ad.1706385.

Vancouver

1.Serpil Elalmış, Fatih Çetin Çetinkaya. Farklı Metin Türlerinde Okuduğunu Anlama Becerilerinin Zihin Kuramı Becerileri Açısından İncelenmesi. JREE. 2025 Nov. 1;5(2):139-58. doi:10.55008/te-ad.1706385

Cited By

İlkokul 3. Sınıf Öğrencilerin Kelime Hazinesi, Metin Okuma Akıcılığı, Kelime Tanıma, Okuduğunu Anlama ve Dinlediğini Anlama Becerileri Arasındaki İlişkiler

Ana Dili Eğitimi Dergisi

https://doi.org/10.16916/aded.1835049

Journal of Research in Elementary Education is an open access journal.

This work is licensed under a Creative Commons Attribution-NonCommercial-4.0 International License.