Öğrenme Güçlüğü Olan ve Olmayan Öğrencilerin Okuduğunu Anlama Becerilerinin Dil Bilimsel Açıdan Karşılaştırılması

Abstract

Okuma becerisinin sürekli gelişen bir beceri olduğu düşünüldüğünde, normal gelişim gösteren öğrencilerin okul yaşamlarında göstermiş oldukları gelişmeyi, öğrenme güçlüğü olan öğrencilerin sergileyememeleri ve genel olarak düşük okuma ve okuduğunu anlama becerilerine sahip olmaları, oldukça önemli ve çözümlenmesi gereken bir sorun olarak karşımıza çıkmaktadır. Bu nedenden dolayı bu çalışmada, öğrenme güçlüğü olan ve olmayan öğrencilerin okuduğunu anlama performanslarının dilbilimsel açıdan karşılaştırmalı olarak incelenmesi amaçlanmıştır. Öğrencilerin okuduğunu anlama becerilerini değerlendirmek amacıyla iki farklı metin (sözdizimsel olarak basit ve sözdizimsel olarak karmaşık metinler) ve her bir metne ilişkin beşer anlama sorusu (dört bilgi verici, bir çıkarım sorusu) kullanılmıştır. Yapılan değerlendirmelerden elde edilen tüm veriler iki faktörlü varyans analizi (GLM-ANOVA) kullanılarak analiz edilmiştir. Analizlerden elde edilen bulgulara genel olarak bakıldığında, öğrenme güçlüğü olan öğrencilerin okuduğunu anlama performanslarının normal gelişim gösteren öğrencilere göre daha düşük olduğu görülmüştür. Ortaya çıkan bu farklılık öğrenme güçlüğü olan öğrencilerin sahip oldukları okuma becerileri ile okuma sırasında kullandıkları okuduğunu anlama stratejileri temelinde tartışılmıştır.

Keywords

• Okuma
• Okuduğunu Anlama
• Sözdizimi
• Öğrenme Güçlüğü
• Okuduğunu Anlama Güçlüğü

A Comparision of the Reading Comprehension Skills of Students with and without Learning Disabilities in a Linguistic Perspective

Abstract

This study’s main purpose is to comparatively examine the reading comprehension skills of students with and without learning disabilities. This study included 240 elementary students, of which 120 were students with learning disabilities and 120 were normally developing students and attended 3rd and 4th grades. To assess students' reading comprehension skills, two different texts (simple and complicated texts according to syntactic) and five questions (four information and one inference questions) for each text were used. All assessments were applied in students’ own schools about 15 to 20 minutes of individual sessions. The gathered data were analyzed through two factors ANOVA (GLM-ANOVA). The results showed that students with learning disabilities had poorer comprehension performance than their normally developing counterparts. Findings were discussed based on students' reading skills and the reading comprehension strategies they used.

Keywords

• Reading
• reading comprehension
• syntax
• learning disability
• reading comprehension disability

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