Effectiveness of Oral Repeated Reading With Autistic Language Learners

Yıl 2019, Sayı: 61, 223 - 234, 23.07.2019

Ayhan Kahraman , Cumhur Tekşen

Öz

The study was
conducted to determine the effectiveness of oral repeated reading on children
with autism while teaching English. Its findings might serve as a basis for the
development of reading instructional materials in English and help English
teachers prepare related lesson plans for such impaired students. Every day the
number of people with ASD is increasing and what’s more, most of them should go
on studying with their disabled peers in public schools. The researcher only
ventured to study 3 male student respondents enrolled in a Primary School in
Turkey who were medically diagnosed with autism with speech disfluencies and
learning / reading comprehension problems. The researcher combined Dolch Sight
Word Test and the Woodcock – Johnson Test to measure
their reading and learning abilities. It was
aimed to evaluate students’ cognitive processes as well as their reading
performance. The results were calculated by the Word Recognition (WR) test
formula and displayed on tables. Finally, to determine CWA’s reading levels
Gickling and Armstrong measuring technique was used. Test results of the study
showed that oral repeated reading technique can be effectively used with such
children to increase their reading fluency and comprehension of the vocabulary
in English and as an intervention to increase overall fluency.

Anahtar Kelimeler

CWA, Oral Reading Repetition, Reading Fluency, Language Learning

Sözlü Tekrar Eden Okumaların Dil Öğrenen Otizimli Çocuklarda Etkileri

Öz

Çalışma, otizmli çocuklara İngilizce
öğretirken sözlü tekrarlarla yapılan okumanın onların İngilizce öğrenmedeki
faydasını ve bu bulgular sayesinde İngilizce öğretim materyalleri
geliştirilerek İngilizce öğretmenlerinin ders planları oluşturabilmesine katkı
sağlamak amacıyla yapılmıştır. Her geçen gün Otizm Spektrum Bozukluğu olan
kişilerin sayısı artmakta ve dahası, bu bireylerin pek çoğu devlet okullarında
normal öğrencilerle okumaya devam etmek durumundadırlar. Bu çalışma, Türkiye’de
bir ilkokulda okuyan, doktorlar tarafından hafif otizm teşhisi konulmuş ama
konuşma – okuma bozukluğu çeken 3 erkek öğrenci ile gerçekleştirilmiştir. Bu
öğrenciler çocuk doktoru tarafından hafif-orta derece otizm’li olarak
tanılanmış ve yaşları sırasıyla 8, 9 ve 8 şeklindedir. Araştırmacı; Dolch Side
Word Testini ve Woodcock – Jonhson testini bu Otizmli öğrencilerin, okuma ve
öğrenme becerilerini ölçmek için bir araya getirdi. Burada öğrencilerin okuma
performansı ile aynı zamanda bilişsel süreçlerinin değerlendirilmesi
amaçlanmıştır. Sonuçlar Word Recognition (WR) ile formüle edilerek
tablolaştırılmıştır. Son olarak Otizmli öğrencilerin, öğrenme düzeylerini
tanılamak için Gickling ve Armstrong tanılama tekniği kullanılmıştır. Çalışmanın
sonuçları, sözlü tekrarlanan okumaların, otizmli öğrencilere belirli bir
metinde İngilizce akıcılık ve kavrama yeteneğini ve İngilizce'de genel akıcılık
ve anlama becerisini arttırmada etkili bir yöntem olarak kullanılabileceğini
göstermiştir.

Anahtar Kelimeler

Otizmli Çocuklar, Sözlü Okuma Tekrarları, Okumada Akıcılık, Dil Öğrenme

Kaynakça

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