OKUMA AKICILIĞI VE ANLAMA BECERİLERİNİN GELİŞTİRİLMESİNDE OKUMA STRATEJİLERİ VE YÖNTEMLER

Yıl 2022, Cilt: 9 Sayı: 4, 141 - 160, 30.10.2022

Nurhüda Sözen

Öz

Okuma ve anlama yalnızca öğrenim hayatında değil yaşamımızın genelinde yarallanacağımız temel becerilerdendir. Bu becerinin nitelikli olarak geliştirilmesi ve zihinsel süreçlerde etkin olarak kullanılabilmesi için erken yaşlardan itibaren okuma ve okuduğunu anlama becerilerini geliştirecek stratejilere ve yöntemlere yönelik uygulamalı eğitimlere ihtiyaç vardır. Okuma yöntemleri ve okuma stratejilerine yönelik eğitimler; öğrencilerimizin okuma becerilerini geliştirmelerine, anlama ulaşmalarına, metni kavramalarına ve metni ilgiyle okumalarına yardımcı olur. Bu araştırmada; ulusal ve uluslararası alanyazında yer alan, okuma stratejileri ve yöntemleri incelenerek, uygulama süreçlerine ilişkin bilgilere yer verilmiştir. Bu kapsamda: "Tekrarlı Okuma", "Yankılayıcı Okuma", "Koro Okuma", "Eşli Okuma", "Prozodik Okuma", "Rehberli Okuma", "Hataları Tespit Etme ve Düzeltme", "Problem Çözme", "Kavrama İçin Okuma", "Ön Bilgileri Aktifleştirme", "Tahmin Etme", "Zihinsel İmajlar Oluşturma", "Çıkarımda Bulunma", "Soru Üretme", "Öz-Gözetim", "Özet Oluşturma", "Öz-Düzenleme", "Kelime Tekrar Tekniği", "Okuma Tiyatroları", "Kavram Haritaları ve Grafik Örgütlemeler" başlıkları altında, okuma stratejileri ile yöntemler îzah edilmiştir.

Anahtar Kelimeler

Akıcı Okuma, Anlama, Okuma Stratejileri ve Yöntemler

Kaynakça

• Akyol, H. (2008). Yeni Programa Uygun Türkçe Öğretim Yöntemleri, Ankara: Kök Yayıncılık.
• Akyol, H., & Temur, T. (2006). İlköğretim üçüncü sınıf öğrencilerinin okuma düzeyleri ve sesli okuma hataları. EKEV Akademi Dergisi, 10(29), 259-274.
• Alexander, P. A. & Fox, E. (2013). A historical perspective on reading research and practice, redux. In D. E. Alverman, N. J. Unrau & R. B. Ruddel (Eds.), Theoretical models and processes of reading, (6th edition), (pp. 3-46). Newark, DE: International Reading Association.
• Baştuğ, Muhammet, & Kaman, Şafak. (2012). Nörolojik etki yönteminin öğrencilerin akıcı okuma ve anlama becerilerine etkisi. 11. Sınıf Öğretmenliği Sempozyumu, Recep Tayyip Erdoğan Üniversitesi, Rize.
• Brooker, H.G. (2013).The effects of visual imagery and keyword cues on third-grade readers' memory, comprehension, and vocabulary knowledge. Unpublished doctoral dissertation, School of Education, Clemson University, South Carolina, USA.
• Buehl, D. (2009). Classroom strategies for interactive learning (3rd ed.). Newark, DE: International Reading Association.
• Cain, K. (2006). Children's reading comprehension: the role of working memory in normal and impaired development. In: Pickering, Susan J. (Ed.), Working Memory and Education. Educational Psychology Series, (s.75), Amsterdam: Academic Press. (Elektronik sürüm)
• Cain, K., & Oakhill, J. (2007). Issues of Causalitlerzy in Childeren’s Reading Comprehension. In: McNamara, D. S. (Ed), Reading Comprehension Strategies: Theories, Interventions, and Technologies, (ss.47-73, NewYork, Routledge. (Elektronik Sürüm)
• Epçaçan, Cevdet. "Okuduğunu Anlama Stratejilerine Genel Bir Bakış." Journal of International Social Research 1.6 (2009). Chikalanga, I. (1992). A Suggested Taxanomy of Inferences for Reading Teacher, Reading in a Foreign Language, 8 (2), 697-709
• Clay, M. M. (1993). Reading Recovery. A guidebook for teachers in training. Auckland: Heinemann Education.
• Clay, M. M. (1991). Becoming literate: the construction of inner control. Portsmouth, NH: Heinemann.
• Combs, M. (2006). Readers and writers in primary grades: A balanced and integrated approach K-4. Upper Saddle River, NJ: Merrill/Prentice Hall.
• Cranganu-Cretu, B., Chen, Z., Uchimoto, T. ve Miya, K. (2001). Automatic text summarizing based on sentence extraction: A statistical approach. International Journal of Applied Electromagnetics and Mechanics, 13(1-4), 19-23
• Cranganu-Cretu, B., Chen, Z., Uchimoto, T. ve Miya, K. (2001). Automatic text summarizing based on sentence extraction: A statistical approach. International Journal of Applied Electromagnetics and Mechanics, 13(1-4), 19-23
• Çaycı, B., & Demir, M. K. (2006). Okuma ve anlama sorunu olan öğrenciler üzerine karşılaştırmalı bir çalışma. Türk Eğitim Bilimleri Dergisi, 4(4), 437-456.
• Daane, M. C., Campbell, J. R., Grıgg, W. S., Goodman, M. J., & Oranje, A. (2005). Fourth-grade students reading aloud: Naep 2002 special study of oral reading. Washington, DC: U.S. Department of Education. Institute of Education Sciences, National Center for Education Statistics.
• Daly, E. J., & Martens, B.K. (1994). A comparison of three interventions for increasing oral reading performance: Application of the instructional hierarchy. Journal of Applied Behavior Analysis. 27, 459–469.
• Davis, M. ve Hult, R. F. (1997). Effects of writing summaries as a generative learning activity during note-taking. Teaching of Psychology, 24(1), 47-49.
• Davoudi, M. (2005). Infernece Generatıon Skıll And Text Comprehensıon, The Reading Matrix, 5(1), 106-123.
• Dori, Y. D. & Herscovitz, O. (1999). Question-posing capability as an alternative evaluation method: Analysis of an environmental case study. Journal of Research in Science Teaching, 36, 411-430.
• Dowhower, S. L. (1991). Speaking of prosody: Fluency's unattended bedfellow. Theory Into Practice, 30(3), 165-175.
• Duke, N. K., & Pearson, P. D. (2002). Effective practices for developing reading comprehension. In A. E. Farstrup ve S. J. Samuels (Eds.), What research has to say about reading instruction, (pp. 205–242). Newark, DE: International Reading Association.
• Fielding, L., & Pearson, P. D. (1994). Reading comprehension: What works? Educational Leadership, 51(5), 62–67.
• Fisher, D.,& Frey, R. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.
• Fisher, R.W. (2007). The effect of guided mental imagery on the ıntrinsic reading motivation of fourth and fifth grade students. (Doctoral dissertation). Widener University.
• Fountas, I.C., & Pinnell, G. S. (1996). Guided reading: good first teaching for all children. Portsmouth, NH: Heinemann.
• Frey, N., & Fisher, D. B. (2006). Language arts workshop: Purposeful reading and writing instruction. Upper Saddle River, NJ: Merrill/Prentice Hall.
• Fuchs, D., & Fuchs, L.S. (2005). Peer-assisted learning strategies: promoting word recognition, fluency, and reading comprehension in young children. The Journal of Special Education. 39, p. 34-44.
• Gambrell, L. B., & Bales, R. J. (1986). Mental imagery and the comprehension-monitoring performance of fourth- and fifth-grade poor readers. Reading Research Quarterly, 21(4), 454–464. https://doi.org/10.2307/747616
• Gilbert, L., Williams, R. L., & McLaughlin, T. F. (1996). Use of assisted reading to increase correct reading rates and decrease errors of students with learning disabilities. Journal of Applied Behavior Analysis, 29, 255- 257.
• Gromley, J. G., & Azevedo, R. (2004). Testing the Fit of Three Models to Reading Comprehension Data for High School Students, http://azevedolab.autotutor.org/files/publications/Cromley%20Azevedo%20Model%20 Fitting%20AERA%202004%20paper.pdf (Ulaşım tarihi: 20 Mayıs 2022)
• Guthrie, J. T., & Taboada, A. (2004). Fostering the cognitive strategies of reading comprehension. In J. T., Guthrie, A. Wigfield, & K. Perencevich, (Eds.) Motivating reading comprehension: Concept-Oriented Reading Instruction (pp.87-112). Mahwah, NJ: Erlbaum.
• Güneş, F. (2013). Türkçe öğretimi yaklaşımlar ve modeller. Ankara: PegemA Yayınları.
• Güneş, F. (2007). Türkçe öğretimi ve zihinsel yapılandırma. Ankara: Nobel Yayınevi
• Hagaman, J. L., Luschen, K., & Reid, R. (2010). The “RAP” on reading comprehension. Teaching Exceptional Children, 43(1), 22-29.
• Harvey, S., & Goudvis, A. (2007). Strategies that work: teaching comprehension for understanding and engagement. Portlan, ME: Stenhouse Publishers.
• Hibbing, A. N., & Rankin-Erickson, J. L. (2003). A picture is worth a thousand words: Using visual images to improve comprehension for middle school struggling readers. The Reading Teacher, 56(8), 758-771.
• Hill, M. (1991). Writing summaries promotes thinking and learning across the curriculum but why are they so difficult to write?. Journal of reading, 34(7), 536-539.
• Hudson, R. F., Lane, H. B., & Pullen, P. C. (2005). Reading fluency assessment and instruction: What, why, and how? Reading Teacher, 58(8), 702-714.
• Hung, P. H., Hwang, G. J., Lee, Y. H., Wu, T. H., Vogel, B., Milrad, M., and Johansson, E. (2014). A problem-based ubiquitous learning approach to improving the questioning abilities of elementary school students. Journal of Educational Technology and Society, 17(4), 316-334.
• Hoffman, M. L. (1987). The contribution of empathy to justice and moral judgment. N. Eisenberg ve J. Strayer (Eds.), Empati ve gelişimi (s. 47-80). New York: Cambridge Üniversitesi
• Hornsby, D. (2000). A closer look at guided reading. Armadale, WA, Australia: Eleanor Curtain Publishing.
• Houtveen, A. A. M., & Van de Grift, W. J. C. M. (2007). Effects of metacognitive strategy instruction and instruction time on reading comprehension, School Effectiveness and School Improvement, 18(2), 173–190.
• Kocaaslan, M., Akyol, H., & Güneş, F. (2016). Zihinsel imaj oluşturma öğretiminin 4.sınıf öğrencilerinin okuduğunu anlama, okuma tutumu ve zihinsel imaj netliği üzerindeki etkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H.U. Journal of Education) 32(1), 63-80 [2017].
• Kuhn, M. R., Schwanenflugel, P. J., Meisinger, E. B., Levy, B. A., & Rasinski, T. V. (2010). Aligning theory and assessment of reading fluency: Automaticity, prosody, and definitions of fluency. Reading Research Quarterly, 45(2), 230-251.
• Lerner, J.W. (1997). Learning Disabilities, Theories, Diagnosis And Teaching Strategies.
• Long, S. A., Winograd, P. N., & Bridge, C. A. (1989). The effects of reader and text characteristics on imagery reported during and after reading. Reading Research Quarterly, 24(3), 353-372.
• Macomber, C. (2001).The use of mental imagery and its relation to reading attitudes among fourth grade students. Unpublished doctoral dissertation, New York University School of Education, New York.
• Mathes, P. G., Fuchs, D., Fuchs, L. S., Henley, A. M., & Sanders, A. (1994). Increasing strategic reading practice with Peabody classwide peer tutoring. Learning Disabilities Research and Practice, 9, 44-48.
• Mıller, J., & Schwanenflugel, P. J. (2008). A longitudinal study of the development of reading prosody as a dimension of oral reading fluency in early elementary school children. Reading Research Quarterly, 43(4), 336-354.
• Moskal, M. K., & Keneman, A. F. (2011). Literacy leadership to support reading ıcmprovement: ıntervention programs and balanced ınstruction. Newyork, NY: Guilford Press.
• 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 HumanDevelopment.
• Nelson, D. G. K., Hirshpasek, K., Jusczyk, P. W., & Cassidy, K. W. (1989). How the prosodic cues in motherese might assist language-learning. Journal of Child Language, 16(1), 55-68.
• Nygaard, Lynne C., Herold, Debora S., & Namy, Laura L. (2009). The semantics of prosody: Acoustic and perceptual evidence of prosodic correlates to word meaning. Cognitive Science, 33(1), 127-146. doi: 10.1111/j.1551- 6709.2008.01007.x Pintrich, P. R. (2000b). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 452-502). San Diego, CA: Academic Press.
• Pressley, M. ve Gaskins, I.W. (2006). Metacognitively competent reading comprehension is constructively responsive reading: How can such reading be developed in students?. Metacognition Learning, 1, 99–113.
• Poore, M. A. ve Ferguson, S. H. (2008). Methodological variables in choral reading. Clinical Linguistics & Phonetics, 22(1), 13-24.
• Rasinski, T. (2010). The fluent reader. New York: Scholastic Inc.
• Rasinski, T. (2006). Reading fluency instruction: Moving beyond accuracy, automaticity and prosody. The Reading Teacher, 59(7), 704-706.
• Sadoski, M. (2005). A dual coding view of vocabulary learning. Reading and Writing Quarterly, 21, 221-238.
• Sadoski, M., & Paivio, A. (2001). Imagery and text: A Dual Coding Theory of reading and writing. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
• Sadoski, M., & Paivio, A. (2004). A dual coding view of imagery and verbal processes in reading comprehension. In R.B. Ruddell, M.R. Ruddell, and H. Singer (Eds.), Theoretical models and processes of reading (pp.582-601). Newark, DE: International Reading Association.
• Salinger, T. (1993). Models of literacy instruction. Macmillan Publishing Company.
• Samuels, S. J. (2006). Looking backward: Reflection on a carrier in reading. Journal of Literacy Research, 38(3), 327-344. Uysal, Pınar KANIK. "Akıcı Okuma, Okuduğu Anlama ve Kelimenin Geliştirilmesinde Kullanılan Bir Yöntem: Okuma Tiyatrosu." Ana Dili Eğitimi Dergisi 9.1 (2021): 76-93.
• Valencıa, S. W., Smıth, A. T., Reece, A. M., LI, M., Wıxson, K. K., & Newman, H. (2010). Oral reading fluency assessment: Issues of construct, criterion, and consequential validity. Reading Research Quarterly, 45(3), 270- 291.
• Walker, B. J. (2005). Thinking aloud: Struggling readers often require more than a model. Reading Teacher, 58(7), 688-692.
• Williams, (2007). Literacy in the curriculum: Integrating text structure and content area instruction In D. S. McNamara (Ed.), Reading comprehension strategies: theories, interventions, and technologies, (pp. 199-219). New York NY: Lawrence Erlbaum.
• Whalley, K., & Hansen, J. (2006). The role of prosodic sensitivity in children's reading development. Journal of Research in Reading, 29(3), 288- 303.
• Zohar, A. ve Dori, YJ (2003). Yüksek Düzeyli Düşünme Becerileri ve Düşük Başarılı Öğrenciler: Birbirine Özel mi? Öğrenme Bilimleri Dergisi, 12, 145-181.
• Zoller, U., Dori, Y. ve Lubezky, A (2002). Algorithmic, LOCS and HOCS (Chemistry) Exam Questions: Performance and Attitudes of College Students. International Journal of Sicience Education, 24(2), 185-203.