Sosyal Bilgiler Dersinde Karşılıklı Öğretim Tekniğinin Zihinsel Yetersizliği Olan Öğrenciler Üzerinde Okuduğunu Anlama Becerilerine Etkisi

Yıl 2024, , 2315 - 2343, 30.09.2024

Mehtap Çifçi , Şenel Elaldı

https://doi.org/10.35675/befdergi.1484235

Öz

Bu araştırmanın genel amacı; karşılıklı öğretim tekniğinin hafif derecede zihinsel yetersizliği olan öğrencilerin 6. sınıf Sosyal Bilgiler dersinde okuduğu metinleri anlama becerilerinin üzerindeki etkisini incelemektir. Araştırmada tek-denekli araştırma modellerinden denekler arası çoklu yoklama modeli kullanılmıştır. Araştırmanın denekleri, hafif düzeyde zihinsel yetersizliği tanısı olan üç altıncı sınıf öğrencisinden oluşmuştur. Araştırma boyunca kamera, okuma metinleri ve soruları, sesli okuma testi ve sosyal geçerlik ölçek formu gibi veri toplama araçları kullanılmıştır. Elde edilen veriler; görsel/grafiksel ve betimsel analiz ile değerlendirilmiştir. Araştırmanın bulgularına göre, karşılıklı öğretim tekniğinin hafif düzeyde zihinsel yetersizliği olan öğrencilerin okuduğunu anlama becerilerinde yüksek etki büyüklüğü ile kalıcı ve etkili olduğu sonucuna ulaşılmıştır. Okuduğunu anlama becerisi artan öğrencilerin doğal olarak akademik düzeyde başarısı artacağı için, diğer zihinsel yetersizlik tanısı olan öğrencilerle karşılıklı öğretim tekniği uygulanabilir.

Anahtar Kelimeler

zihinsel yetersizlik, karşılıklı öğretim tekniği, okuduğunu anlama becerisi, sosyal bilgiler öğretimi

Kaynakça

• Akçakaya, H. (2021). Çevrimiçi sunulan bilişsel ögelerle zenginleştirilmiş hikâye yapısı öğretiminin koklear implantlı öğrencilerin okuduğunu anlama becerilerine etkisi. (Tez No. 668336) [Doktora Tezi, Ankara Üniversitesi-Ankara]. Yükseköğretim Kurulu Başkanlığı Tez Merkezi.
• Alberto, P. A., & Troutman, A. C. (2009). Applied behavior analysis for teachers (8th ed.). Upper Saddle River, Merrill Prentice Hall.
• Alfassi, M. (1998). Reading for meaning: the efficacy of reciprocal teaching in fostering reading comprehension in high school students in remedial reading classes. American Educational Research Journal, 35(2), 309-332.
• Alvermann, D. E., Gillis, V. R., & Phelps, S. F. (2013). Content area reading and literacy: Succeeding in today's diverse classrooms. Pearson.
• Ashegh Navaie, L. (2018). The effects of reciprocal teaching on reading comprehension of Iranian EFL learners. Advances in Language and Literary Studies, 9(4), 26-30. https://doi.org/10.7575/aiac.alls.v.9n.4p.26
• Bottomley, D., & Osborn, J. (1993). Implementing reciprocal teaching with fourth- and fifth-grade students in content area reading. Retrieved on September 10, 2023 from http://hdl.handle.net/2142/17937
• Bulut Atak, Z. (2019). Sosyal bilgiler öğretmen adaylarının alternatif öğretim teknikleri hakkındaki görüşleri. (Tez No. 558940) [Yüksek lisans tezi, Kastamonu Üniversitesi, Kastamonu]. Yükseköğretim Kurulu Başkanlığı Tez Merkezi.
• Carter, C. J. (1997). Why reciprocal teaching? Educational Leadership, 54, 64-68.
• Cooper, J.D., Boschken, L., McWilliams, J., & Pistochini, L. (2000). A study of the effectiveness of an intervention program designed to accelerate reading for struggling readers in the upper grades. T. Shanahan ve F.V. Rodriguez-Brown (Eds.), 49. Ulusal Okuma Konferansı Yıllığ (477- 486). Chicago, IL: Ulusal Okuma Konferansı.
• Cooper, T., & Greive, C. (2009). The effectiveness of the methods of reciprocal teaching. Teach, 3(1), 45-52.
• Elmaci, E., & Karaaslan, Ö. (2021). Kaynaştırma uygulamalarından yararlanan otizm spektrum bozuklugu olan 7. sınıf ögrencilerine fen bilgisi deneylerinin ögretiminde video destekli resimli etkinlik çizelgesinin etkililiği. Eğitim ve Bilim, 46 (207), 203-230. http://dx.doi.org/10.15390/EB.2021.9394
• Frances, S. M., & Eckart, J. A. (1992). The Effects of Reciprocal Teaching on Comprehension. Oakland University. https://files.eric.ed.gov/fulltext/ED350572.pdf
• Gast, D. L. (2010). Single subject research methodology in behavioral sciences. Routledge.
• Gilbert, F. (2018). Riding the reciprocal teaching bus. A teacher’s reflections on nurturing collaborative learning in a school culture obsessed by results. Changing English, 25(2), 146-162. https://doi.org/10.1080/1358684X.2018.1452606
• Gomaa, O. M. K. (2015). The effect of reciprocal teaching intervention strategy on reading comprehension skills of 5th grade elementary school students with reading disabilities. International Journal of Psycho-Educational Sciences, 4(2), 39-45.
• Görgen, İ. (2014). The effects of reciprocal teaching and direct instruction approaches on knowledge map (k-map) generation skill. Educational Research and Reviews, 9(9), 255-261.
• Greenway, C. (2002). The process, pitfalls and benefits of implementing a reciprocal teaching intervention to improve the reading comprehension of a group of year 6 pupils. Educational Psychology in Practice, 18(2), 113-137.
• Güldenoğlu, B. (2008). Zihinsel yetersizliği olan öğrencilerde okuduğunu anlama becerilerinin desteklenmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 9(2), 51-63. https://doi.org/10.1501/Ozlegt_0000000126
• Güldenoğlu, B., & Kargın, T. (2012). Karşılıklı öğretim tekniğinin hafif derecede zihinsel engelli öğrencilerin okuduğunu anlama becerileri üzerindeki etkililiğinin incelenmesi. Özel Eğitim Dergisi, 13(1), 17-34.
• Hancock, J. (2012). The effect of reciprocal teaching plus across three content areas on reading comprehension in seventh and eighth grade students. (Doktora Tezi, Walden Üniversitesi- Minneapolis).
• Hashey, J. M., & Connors, D. J. (2003). Learn from our journey: reciprocal teaching action. The Reading Teacher, 57(3), 224-232.
• Julio Cárdenas, K., & López-Pinzón, M. M. (2019). The reciprocal teaching model in the development of writing in tenth graders. Gist Education and Learning Research Journal, (19), 128-147. https://doi.org/10.26817/16925777.801
• Kahre, S., McWethy, C., Robertson, J., & Waters, S. (1999). Improving Reading Comprehension through the Use of Reciprocal Teaching. https://files.eric.ed.gov/fulltext/ED435974.pdf
• Kelly, M., Moore, D. W., & Tuck, B. F. (1994). Reciprocal teaching in a regular primary school classroom. The Journal of Educational Research, 88(1), 53-61.
• Kennedy, C. H. (2005). Single-case designs for educational research. Allyn and Bacon.
• King, C. M., & Johnson, L. M. P. (1999): Constructing meaning via reciprocal teaching. Reading Research and Instruction, 38(3), 169-186.
• Klingner, J. K., & Vaughn, S. (1996). Reciprocal teaching of reading comprehension strategies for students with learning disabilities who use English as a second language. The Elementary School Journal, 96(3), 275-293.
• Kula, S. S. (2018). Karşılıklı öğretim tekniğinin ilkokul öğrencilerinin okuduğunu anlama, öğrenme kalıcılığı ve öz yeterlik algısına etkisi (Tez No. 524686) [Doktora tezi, Gazi Üniversitesi-Ankara]. Yükseköğretim Kurulu Başkanlığı Tez Merkezi.
• Kula, S. S. (2021). The effects of reciprocal teaching on the perceived reading comprehension self-efficacy of 2nd-grade pupils: Reflections of the pupils and their teacher. African Educational Research Journal, 9(3), 679-686. https://doi.org/10.30918
• Kula, S. S., & Budak, Y. (2020). The effects of reciprocal teaching on reading comprehension, retention on learning and self-efficacy perception. Pegem Eğitim ve Öğretim Dergisi, 10(2), 493-522. https://doi.org/10.14527/pegegog.2020.01
• Le Fevre, D. M., Moore, D. W., & Wilkinson, I. A. G. (2003). Tape-assisted reciprocal teaching: cognitive bootstrapping for poor decoders. British Journal of Educational Psychology, 73, 37-58.
• Lederer, J. M. (2000). Reciprocal teaching of social studies in inclusive elementary classrooms. Journal of Learning Disabilities, 33(1), 91-106.
• Lundberg, I., & Reichenberg, M. (2011). Developing reading comprehension among students with mild intellectual disabilities: An intervention study. Scandinavian Journal of Educational Research, 57(1), 89-100. https://doi.org/10.1080/00313831.2011.623179
• Lysynchuk, L.M., Pressley, M., & Vye, N. J. (1990). Reciprocal teaching improves standardized reading-comprehension performancein poor comprehenders. The Elementary School Journal, 90(5), 469-484.
• Marks, M. Pressley, M. Coley, J. D. Craig, S. Gardner, R. DePinto, T., & Rose, W. (1993). Three teachers’ adaptations of reciprocal teaching in comparison to traditional reciprocal teaching. The Elementary School Journal, 94(2), 267-283.
• Mason, L. H., & Shriner, J. G. (2008). Self-regulated strategy development instruction for writing an opinion essay: Effects for six students with emotional/behavior disorders. Reading and Writing, 21(1-2), 71-93.
• McAllum, R. (2014). Reciprocal teaching: Critical reflection on practice. Kairaranga, 15(1), 26- 35.
• Melekoğlu, M.A., Erden, G., & Çakıroğlu, O. (2019). Development of the oral reading skills and comprehension test-II (SOBAT®-II) for Assessment of Turkish Children with Specific Learning Disabilities: Pilot Study Results. Journal of Educational Issues, 5(2), 135.
• Miller, C. D. Miller, L. F., & Rosen, L. A. (1988). Modified reciprocal teaching in a regular classroom. The Journal of Experimental Education, 56(4), 183-186.
• Mujiselaar, M., Swart, N., Steenbeek-Planting, E., Droop, M., & Verhoeven, L. (2018). The effect of a strategy training on reading comprehension in fourth-grade students. The Journal Of Educational Research, 111(6), 690-703. https://doi.org/10.1080/00220671.2017.1396439
• Okkinga, M., Gelderen, A. J. S., Schooten, E., Steensel, R., & Sleegers, P. J. C. (2021). Implementation quality of principles of reciprocal teaching in whole-classroom settings: a two-year study with low-achieving adolescents. Reading Psychology, 42(4), 323-363. https://doi.org/10.1080/02702711.2021.1887019
• Okkinga, M., Steensel, R., Gelderen, A. J. S., & Sleegers, P. J. C. (2018). Effects of reciprocal teaching on reading comprehension of low-achieving adolescents. The importance of specific teacher skills. Journal of Research in Reading, 41(1), 20-41. https://doi.org/10.1111/1467-9817.12082
• Omari, H. A., & Weshah, H. A. (2010). Using the reciprocal teaching method by teachers at Jordanian schools. European Journal of Social Sciences, 15(1), 26-39.
• Özdemir, Y. (2017). Okumadan önce, okuma esnasında, okumadan sonra düşün” stratejisinin okuduğunu anlama becerisine etkisi (Tez No. 463293) [Doktora Tezi, Ondokuz Mayıs Üniversitesi-Samsun]. Yükseköğretim Kurulu Başkanlığı Tez Merkezi.
• Palincsar, A. S. (1987). Colaborating for Colaborative Learningof Text Comprehension. https://eric.ed.gov/?id=ED285123
• Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension fostering and comprehension monitoring activities. Cognition And Instruction, 1(2), 117-175.
• Parker, R. I., Vannest, K. J., Davis, J. L., & Sauber, S. B. (2011). Combining nonoverlap and trend for single-case research: Tau-U. Behavior therapy, 42(2), 284-299. https://doi.org/10.1016/j.beth.2010.08.006
• Pilonieta, P., & Medina, A. L. (2009). Reciprocal teaching for the primary grades: “We can do it, too!”. The Reading Teacher, 63(2), 120–129. https://doi.org/10.1598/RT.63.2.3
• Pilten, G. (2016). The evaluation of effectiveness of reciprocal teaching strategies on comprehension of expository texts. Journal of Education and Training Studies, 10(4), 232-247. https://doi.org/10.11114/jets.v4i10.1791
• Rakap, S. (2015). Effect sizes as result interpretation aids in single-subject experimental research: description and application of four nonoverlap methods. British Journal of Special Education, 42(1), 11-33.
• Rakap, S., Yücesoy-Özkan, Ş., & Kalkan. S. (2020). Tek-denekli deneysel araştırmalarda etki büyüklüğü hesaplama: Örtüşmeyen veriye dayalı yöntemlerin incelenmesi. Türk Psikoloji Dergisi, 35(85),40-60. https://doi.org/10.1111/1467-8578.12091
• Roop, T. D. (2018). Tier II intervention in the intermediate grades: The effects of reciprocal teaching (RT) on standardized literacy assessments (Doktora Tezi, Kansas State Üniversitesi- Kansas).
• Rosenshine, B., & Meister, C. E. (1994). Reciprocal teaching: A review of the research. Review of Educational Research, 64(4), 479–530. https://doi.org/10.2307/1170585
• Sarasti, I. A. (2007). The effects of reciprocal teaching comprehension-monitoring strategy on 3rd grade students’ reading comprehension. Doktora Tezi, North Texas Üniversitesi, USA.
• Scruggs, T. E., Mastropieri, M. A., & Casto, G. (1987). The quantitative synthesis of single-subject research: Methodology and validation. Remedial and Special Education, 8, 24–33.
• Scruggs, T. E., & Mastropieri, M. A. (1998). Summarizing single-subject research: Issues and applications. Behavior Modification, 22(3), 221–242.
• Scruggs, T. E., Mastropieri, M. A., Cook, S. B., & Escobar, C. (1986). Early intervention for children with conduct disorders: A quantitative synthesis of single-subject research. Behavioral Disorders, 11, 260– 71.
• Shadish, W. R., Hedges, L. V., & Pustejovsky, J. E. (2014). Analysis and meta-analysis of single-case designs with a standardized mean difference statistic: A primer and applications. Journal of School Psychology, 52(2), 123-147. https://doi.org/10.1016/S0891- 4222(03)00014-3
• Strain, P. S., Kohler, F. W., & Gresham, F. (1998). Problems in logic and interpretation with quantitative syntheses of single-case research: Mathur and colleagues (1998) as a case in point. Behavioral Disorders, 24, 74–85.
• Spörer, N., Brunstein, J. C., & Kieschke, U. (2009). Improving students’ reading comprehension skills: effects of strategy instruction and reciprocal teaching. Learning and Instruction, 19, 272-286.
• Takala, M. (2006). The effects of reciprocal teaching on reading comprehension in mainstream and special (SLI) education, Scandinavian Journal of Educational Research, 50(5), 559 576.
• Tarchi, C., & Pinto, G. (2016). Reciprocal teaching: Analyzing interactive dynamics in the co-construction of a text’s meaning. The Journal of Educational Research, 109(5), 518-530. https://doi.org/10.1080/00220671.2014.992583
• Tau-U Calculator. Single Case Research. (n.d.). http://www.singlecaseresearch.org/calculators/tau-u Erişim tarihi:10.08.2023
• Tawney, J. W., & Gast, D. L. (1984). Single subject research in special education. Columbus. Tekin-İftar, E. (2012). Eğitim ve davranış bilimlerinde tek-denekli araştırmalar. Ankara: Türk Psikologlar Derneği.
• Todd, R. B. (2006). Reciprocal teaching and comprehension: a single subject research study. (Yüksek Lisans Tezi, Kean Üniversitesi, ABD).
• Tseng, S. S., & Yeh, H.C. (2017). Integrating reciprocal teaching in an online environment with an annotation feature to enhance low-achieving students’ English reading comprehension. Interactive Learning Environments, 26(6), 789-802. https://doi.org/10.1080/10494820.2017.1412989
• Uhry, J. (2012). Fifth-grade readers’ use of metacognitıve strategies to comprehend social studies nonnarrative texts (Doktora Tezi, Forhdam Üniversitesi, New York).
• Ün-Açıkgöz, K. (2004). Aktif öğrenme. İzmir: Eğitim Dünyası Yayınları.
• Vannest, K. J., & Ninci, J. (2015). Evaluating intervention effects in single‐case research designs. Journal of Counseling & Development, 93(4), 403-411. https://doi.org/10.1002/jcad.12038
• Williams, C. M. (2018). Reflections on reciprocal teaching: Expectations and reading strategies for African American adolescent students. (Doktora Tezi, Trident Üniversitesi, California).
• Yang, Y. F. (2010). Developing a reciprocal teaching/learning system for college remedial reading instruction. Computers & Education, 55(2010), 1193–1201. https://doi.org/10.1016/j.compedu.2010.05.016
• Zubaidah, S., Manahal, S., Sholihah, M., Rosyida, F., & Kurniawati, Z. L. (2020). Using remap RT (reading – concept mapping – reciprocal teaching) learning model to improve low-ability students’ achievement in biology. C.E.P.S. Journal, 10(3), 117-144. https://doi.org/10.26529/cepsj.777