lisans Ana Dili Eğitimi Dergisi 2147-6020 Mehmet KURUDAYIOĞLU 10.16916/aded.09329 Yapılandırılmış Okuma Yönteminin Okuma Hızı, Doğru Okuma ve Sesli Okuma Prozodisi Üzerindeki Etkisi Keskin Hasan Akyol Hayati 10 28 2014 2 4 107 119 10 28 2014 Copyright © 2013, Ana Dili Eğitimi Dergisi 2013 Ana Dili Eğitimi Dergisi

The aim of the present study is to investigate the effects of structured reading method on fourth graders with regard to reading rate, accurate reading and prosodic reading skills. Data were collected from four primary schools in Afyonkarahisar city center in 2011 Spring term. A school was randomly selected from these schools and a group comprising nine students with inadequate fluent reading skills was formed and a 24-hour "structured reading method" was applied to this group. The findings revealed that structured reading method was effective on students' reading rate, accurate reading and oral reading prosody. In conclusion, it could be argued that structured reading method is effective on developing students who have inadequate reading skills in terms of fluent reading skills.

Bu çalışma ile yapılandırılmış okuma yönteminin, ilköğretim dördüncü sınıf öğrencilerinin, okuma hızı, doğru okuma ve prozodik okuma becerileri üzerindeki etkisinin araştırılması amaçlanmıştır. Araştırma için 2010-2011 öğretim yılı bahar döneminde Afyonkarahisar merkeze bağlı dört ilköğretim okulundan veri toplanmıştır. Bu okullar arasından basit tesadüfi yöntemle belirlenen bir okuldaki akıcı okuma becerisini yeterince kazanamamış dokuz öğrenci ile oluşturulan grupta 24 ders saati “yapılandırılmış okuma yöntemi” uygulanmıştır. Elde edilen bulgulara göre yapılandırılmış okuma yöntemi öğrencilerin okuma hızı, doğru okuma ve sesli okuma prozodisi becerileri üzerinde etkili olmuştur. Sonuç olarak, yapılandırılmış okuma yönteminin, akıcı okuma becerileri yönünden endişe düzeyinde olan öğrencilerin, bu becerilerini geliştirmede etkili olduğunu söylemek mümkündür.

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