BOŞLUK TAMAMLAMA TESTİNİN OKUMA DÜZEYİNİ VE OKUNABİLİRLİĞİ ÖLÇMEDE KULLANILMASI

Abstract

Bu araştırmada boşluk tamamlama testi kullanılarak altı, yedi ve sekizinci sınıf öğrencilerinin Sosyal Bilgiler ve Fen Bilgisi ders kitaplarından seçilen metinler üzerindeki okuma seviyelerinin belirlenmesi amaçlanmıştır. Her beşinci kelime silinerek oluşturulan boşluk tamamlama testleri Ankara-ili Yenimahalle-ilçesinden seçilen ilköğretim okulu öğrencileri üzerinde uygulanmıştır. Uygulama sonucu, bu testin öğrenciler için zor olduğunu ve onların okuma düzeylerini ayrıştırmada başarısız olduğunu göstermiştir. Her altıncı kelimenin silinmesi şeklinde oluşturulan boşluk tamamlama testleri altıncı sınıf sosyal bilgiler ve sekizinci sınıf fen bilgisi öğrencileri üzerinde bir kez daha test edilmiş ve sonuçlar bu testin öğrencilerin okuma düzeylerini ayrıştırmada başarılı olduğunu göstermiştir. Toplamda 237 öğrenci boşluk tamamlama testlerini cevaplamıştır. Analiz sonuçları, öğrencilerin yarıdan fazlasının metinleri öğretim düzeyinde okuyabildiklerini yani metinleri okuyup anlayabilmek için öğretmenlerinin yardımına ihtiyaçları olduğunu göstermiştir. Anlamsız kelimelerle verilen cevapların ve boş bırakılan soruların yüzdesinin yüksek olması, öğrencilerin soruların doğru cevabını bulmak için cümlelerden elde edebilecekleri dil ipuçlarını kullanmadıklarını ve metinlerden anlam çıkarmada sorunlarla karşılaştıklarını göstermektedir.

Keywords

• Türkçe, boşluk tamamlama testi, okunabilirlik, okuma düzeyleri

USING CLOZE TEST TO MEASURE STUDENTS’ READING LEVELS AND READABILITY OF TEXTS

Abstract

The purpose of this study is to determine students’ reading levels by using cloze test on selected social studies and science texts at the sixth, seventh, and eighth grades. Every fifth word deletion version of cloze test passages were conducted on elementary school students selected from district of Yenimahalle, Ankara. The results showed that this version of cloze tests was very difficult for the students and this version could not differentiated students’ reading abilities. Due to this reason, every sixth word deletion version of cloze tests was applied in sixth grade social studies and eighth grade science courses. As this result showed that the sixth word deletion version of cloze tests successfully differentiated students’ reading abilities, it was decided to use this version to evaluate students’ reading abilities and readabilities of selected texts. Totally, 237 students filled out the tests. The results showed that more than half of the students read the selected passages at their instructional level, which meant that they needed their teachers’ help to be able to read and comprehend the texts. The high percentage of nonsense words and blank answers indicated that students did not use language cues and had problems gaining meaning from the passages.

Keywords

• Turkish, cloze test, readability, reading levels

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