TÜRKÇE DERSİ ÖĞRENME-ÖĞRETME SÜRECİNİN ANLAMA ÖĞRETİMİ AÇISINDAN DEĞERLENDİRİLMESİ

Abstract

Bu çalışmada genel olarak sınıf öğretmenlerinin Türkçe Dersi Öğretim Programı’nı uygulama çalışmaları, özel olarak da öğrencilerin anlama becerilerinin geliştirilmesine yönelik uygulamaları üzerinde durulmuştur. Araştırmanın çalışma grubunu, 2008-2009 eğitim-öğretim yılında beşinci sınıfı okutan beş sınıf öğretmeni oluşturmaktadır. Araştırmaya katılan öğretmenler amaçlı örnekleme yöntemlerinden ölçüt örnekleme yoluyla belirlenmiştir. Veriler gözlem yoluyla toplanmış ve araştırma soruları temel alınarak analiz edilmiştir. Araştırmada; anlama öğretimi açısından öğretmenlerin zamanı etkili kullanamadıkları, öğretim programıyla ilgili yapılan değişikliklerin arzu edilen sonuca ulaşmada tek başına yeterli olmadığı, bu alanda yapılan değişikliklerin bir bütün olarak ele alınması gerektiği ve bu sürecin en önemli boyutlarından birinin öğretmen eğitimi olduğu sonucuna ulaşılmıştır.

Keywords

• Türkçe dersi, okuduğunu anlama, anlama öğretimi, ilköğretim

THE EVALUATION OF TURKISH LANGUAGE ARTS COURSE WITH REGARD TO COMPREHENSION INSTRUCTION

Abstract

This study investigated elementary classroom teachers’ Turkish language arts curriculum practices and reading comprehension practices for elementary school students. The research sample consisted of five elementary school classroom teachers teaching fifth-grade students in 2008-2009 school year. Criterion sampling method, which is one of the purposive sampling method, was used to select the teacher participants. The data was collected through observations and analyzed in response to the research questions. The research findings showed that teachers do not use classroom instruction time effectively, the adjustments for Turkish elementary school curriculum has not met and reach the expectations, the changes done in Turkish language arts curriculum should be considered as holistic and should be given more attention to teacher preparation.

Keywords

• Turkish courses, reading comprehension, comprehension instruction, elementary education

References

1. Asselin, M. (2002). Comprehension instruction: Directions from research. Teacher Librarians, 29, 55-57.
2. Beck, I.L. (1984). Developing comprehension: The impact of the directed reading lesson. Retrieved from ERIC database (ED244246).
3. Blachowicz, C., and Fisher, P. (2000). Vocabulary instruction. In M.L. Kamil, P.B. Mosenthal, P.D. Pearson, & R. Barr (Eds.), Handbook of Reading Research: 3, (503-523). Mahwah, NJ: Erlbaum.
4. Brand-Gruwel, S., Aarnoutse, C.A.J., and Van Den Bos, K.P. (1998). Improving text comprehension strategies in reading and listening settings. Learning and Instruction, 8, 63-81.
5. Britton, B.K. (1982). Effects of prior knowledge on use of cognitive capacity in three complex cognitive tasks. Journal of Verbal Learning and Verbal Behavior, 21, 421-436.
6. Brown, A.L, Day, J., and Jones, R. (1983). The developments of plans for summarizing text. Child Development, 54, 968-979.
7. Brown, A.L., and Palincsar, A.S. (1985). Reciprocal teaching of comprehension strategies: A natural history of one program for enhancing learning. Retrieved from ERIC database (ED257046).
8. Changpakorn, S. (2007). An investigation of Thai teachers’ use of questions to enhance students’ thinking skills in reading comprehension. Unpublished doctoral dissertation, The University of Northern Colorado.

9. Cockrum, W.A., Timmerman, J., and Kurth, J. (2009). Statement not questions: A reading comprehension instruction strategy. The Journal of the International Association of Special Education. 10, 82-83.
10. Coyne, M. (1981). An investigation of reading comprehension instruction and content instruction in fourth grade social studies. Unpublished doctoral dissertation, University of Pensnsylvania The Graduate School of Education.
11. Darlington, Y., and Scott, D. (2005). Qualitative research in practice Stories from the field. Allen & Unwin, Singapore, Australia.
12. Daves, B., and Kapinus, B.A. (1985). Prior knowledge and recall of unfamiliar information: Reader and text factors. Journal of Educational Research, 78, 147-151.
13. Day, R.R. and Park, J. (2005). Developing reading comprehension questions. Reading in a Foreign Language. 17, 60-73.
14. Diaidoy, I.N., Stylianou, P., Karefillidou, C., and Papageorgiou, P. (2005). The relationship between listening and reading comprehension of different types of text at increasing grade levels. Reading Psychology, 26, 55-80.
15. Doğan, B. (2002). Strateji öğretiminin işbirlikli ve geleneksel sınıflarda okuduğunu anlama becerileri, güdü ve hatırda tutma üzerindeki etkileri. Yayımlanmamış Doktora Tezi, Dokuz Eylül Üniversitesi Eğitim Bilimleri Enstitüsü, İzmir.
16. Duke, N.K., and Pearson, D. (2002). Effective practices for developing reading comprehension. Scholastic Red, 1-27.
17. Duran, E. (2009). Bitişik eğik yazı öğretimi çalışmalarının çeşitli değişkenler açısından incelenmesi. Yayımlanmamış Doktora Tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
18. Durkin, D. (1978). What classroom observations reveal about reading comprehension instruction. Retrieved from ERIC database (ED162259).
19. Durkin, D. (1978-79). What classroom observations reveal about reading comprehension instruction. Reading Research Quarterly, 14, 481-533.
20. Dymock, S. (2007). Comprehension strategy instruction: teaching narrative text structure. The Reading Teacher, 61, 161-167.
21. Dymock, S., and Nicholson, t. (2010). “High 5” strategies to enhance comprehension of expository text. The Reading Teacher, 64, 166-178.
22. Fielding, L.G., and Pearson, P.D. (1994). Reading comprehension: What Works?. Educational Leadership, 51, 62-68.
23. Fuchs, D., and Fuchs, L.S. (2005). Peer-assisted learning strategies: Promoting word recognition, fluency, and reading comprehension in young children. The Journal of Special Education, 39, 34-44.
24. Gelen, İ. (2004). Bilişsel farkındalık stratejilerinin Türkçe dersine ilişkin tutum, okuduğunu anlama ve kalıcılığa etkisi. XIII. Ulusal Eğitim Bilimleri Kurultayında sunulmuştur, Malatya.
25. Güneş, F. (1995). Anlama eğitimi. Yaşadıkça Eğitim, (43).
26. Keskin, H.K. ve Baştuğ, M. (2010). Sosyal bilgiler dersi okuma çalışmalarında yönlendirilmiş okuma-düşünme aktivitesinin okuduğunu anlamaya etkisi. Kuramsal Eğitimbilim, 3, 1-12.
27. Lau, K., and Chan, D.W. (2003). Reading strategy use and motivation among Chinese good and poor readers in HongKong. Journal of Research in Reading. 26,, 177-190.
28. Lenski, S.D. (1998). Intertextual intentions: Making connections across text. The Reading Teacher, 72, 74-80.
29. Marshall, C., and Rossman, G.B. (1999). Designing qualitative research (3rd Edition). Sage Publications, London.
30. McMillan, J., and Schumaher, S. (2001). Research in education a conceptual introduction. New Jersey: Pearson Education.
31. Miller, S.S. (2006). How teachers spend insructional time in the primary grades and how this influences student achievement. Unpublished doctoral dissertation, The University of Utah.
32. National Reading Panel. (2000). Report of the National Reading Panel. Teaching children to read: An evidence- based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute of Child Health and Human Development.
33. Ness, M. (2006). Reading comprehension strategies in secondary content- area classrooms: Teacher use of and attitudes towards reading comprehension ınstruction, Unpublished doctoral thesis, The Faculty of the Curry School of Education University of Virginia.
34. Palincsar, A.S., and Brown, A.L. (1983). Reciprocal teaching of comprehension – monitoring activities. Retrieved from ERIC database (225135).
35. Pardo, L.S. (2004). What every teacher needs to know about comprehension. The Reading Teacher, 58, 272-280.
36. Paris, S.G., and Hamilton, E.E. (2009). The development of children’s reading comprehension. In. S.E. Israel, and G.G. Duffy (Eds.), Handbook of research on reading comprehension (pp. 3-31). New York: Routledge.
37. Pearson, P. D. (2009). The roots of reading comprehension instruction. S.E Israel & G.G. Duffy (Eds). Handbook of research on reading comrehension (3-32). New York: Routledge.
38. Pilten, G. (2007). Ana fikir bulma stratejisi öğretiminin ana fikir bulma ve okuduğunu anlamaya etkisi. Yayımlanmamış Doktora Tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
39. Pressley, M. (2000). What should comprehension instruction be the instruction of? In M.L. Kamil, P.B. Mosenthal, P.D. Pearson, & R. Barr (Eds.), Handbook Of Reading Research 3, 545-562, Mahwah, NJ: Erlbaum.
40. Pressley, M., and Harris, K.H. (1990). What we really now about strategy instruction. Educational Leadership.
41. Pressley, M., Harris, K. R., and Marks, M. B. (1992). But good strategy instructors are constructivists Educational Psychology Review, 4, 1–32.
42. Raphael, TE. (1982). Question-answering strategies for children. The Reading Teacher, 36, 186-190.
43. Rasinski, T. (2004). Creating fluent readres. Educational Leadership, 61, 46-51.
44. Reed, K.X. (1987). Using directed reading activities to increase students’ receptiveness and comprehension of literary forms. Retrieved from ERIC database (283141).
45. Reynolds, R.E., and Anderson, R.C. (1980). Influence of questions on the allocation of attention during reading. Retrieved from ERIC database (193617).
46. Richek, M. A., Caldwell, J. S., Jennings, J. H., and Lerner, J. W. (2002). Reading problems: assessment and teaching strategies. Boston: Allyn and Bacon.
47. Rieckhoff, B.S. (1997). An assessment of current practices in reading comprehension instruction, Unpublished doctoral thesis, Louola University Chicago.
48. Rosenblatt, L.M. (2004). Ther transactional theory of reading and writing. İn R.B. Ruddell, and N.J. Unrau (Eds.), Theoritical models and processes of reading (5th ed., p. 1363-1368). Newark, DE: International Reading Association.
49. Rumelhart, D.E. (2004). Toward an interactive model of reading. In R.B. Ruddell, and N.J. Unrau (Eds.), Theoretical models and processes of reading (5th ed., p. 1149-1180). Newark, DE: International Reading Association.
50. Selçuk, Z. (2001). Okul deneyimi ve uygulama – Öğretmen ve öğrenci davranışlarının gözlenmesi. Ankara: Nobel Yayın Dağıtım.
51. Short, K.G. (1986). Literacy as a collaborative experience. Unpublished doctoral thesis, Indiana University.
52. Slinger, E.L. (1981). A systematic observation of the extend to which students in secondary content area classrooms are given instruction in reading assigned material. Unpublished Doctoral Dissertation, University of Oregan.
53. Spörer, N., Brunstein, J.C., and Kieschke, U. (2009). Improving students’ reading comprehension skills: Effects of strategy instruction and reciprocal teaching. Learning and Instruction, 19, 272-286.
54. Stronge, J. H. (2002). Qualities of effective teachers. Association for Supervision and Curriculum Development, Alexandria, Virginia USA.
55. Tok, Ş. ve Beyazıt, N. (2007). İlköğretim üçüncü sınıf Türkçe dersinde özetleme ve not alma stratejilerinin okuduğunu anlama ve kalıcılık üzerindeki etkileri. Eğitim Araştırmaları, 28, 113-122.
56. Topping, K., and Ferguson, N. (2005). Effective literacy teaching behaviours. Journal of Research in Reading, 28, 125-243.
57. Troyer, S. J. (1992). The effects of text structures on fifth graders. comprehension. Paper presented at the Annual Meeting of the National Reading Conference (42nd, San Antonio, TX). Retrieved from (ERIC database ED (353 542)
58. Vacca, J.A.L., Vacca, R.T., Gove, M.K., Burkey, L.C., Lenhart, L.A., and McKeon, C.A. (2009). Reading and learning to read (Seventh edition). Boston: Pearson Education, Inc.
59. Weaver, C.A., and Kintsch, W. (1991). Expository text. In R. Barr, M. L. Kamil, P. Mosenthal, & P.D. Pearson (Eds), Handbook of reading research (Vol. 2, pp. 230-244). White Plains, NY: Longman.
60. Yıldırım, A. ve Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
61. Yıldırım, K. (2010). İşbirlikli öğrenme yönteminin okumaya ilişkin bazı değişkenler üzerindeki etkisi ve yönteme ilişkin öğrenci-veli görüşleri. Yayımlanmamış Doktora Tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
62. Yıldırım, K., Yıldız, M., Ateş, S. ve Rasinski, T. (2010). İlköğretim beşinci sınıf Türk öğrencilerin metin türlerine göre okuduğunu ve dinlediğini anlama düzeyleri. Kuram ve Uygulamada Eğitim Bilimleri, 10, 1855-1891.
63. Yıldız, M. (2010). İlköğretim beşinci sınıf öğrencilerinin okuduğunu anlama, okuma motivasyonu ve okuma alışkanlıkları arasındaki ilişki. Yayımlanmamış Doktora Tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.