Araştırma Makalesi
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Basic Concepts of Reading Instruction

Yıl 2017, Cilt: 5 Sayı: 4, 484 - 503, 30.12.2017

Öz

Reading act is performed by connected physiological, psychological and cognitive processes. The operations taking place in these processes are expected to continue for life by being developed with certain strategies. A lot of information is gained with reading skills in education life. Therefore, basic concepts that constitute reading education in teaching and improving reading are important for teachers. The aim of this study is to submit information compiled from the literature about reading education process and which basic concepts are used in reading education. While teaching reading from part to whole, from whole to part and interactional approaches are used. From part to whole approach is at the forefront. Then with interactional approach strategies, both code solving and making sense is improved. Teachers should know the characteristics of bouncing, stopping, turning back, and scanning movements of the eye both in code solving and making sense. The teacher should configure the teaching for the students to gain fluid reading elements by making use of reading out and reading silently. After reading act is acquired; good reader characteristics should be gained by improving asking questions, guessing, summarizing, and interpretation skills in integrated readings. Reading skill is improved by studies on the text. Therefore, the students should come across texts that are suitable to their levels, textuality and readability criteria. The vocabulary of children should be improved in a planned way with text-based word and meaning studies. Reading fluency, making sense and interpretation skills of children should be pursued with different evaluation types. In the long term, work should be done to make reading a habit for them.

Kaynakça

  • Akyol, H. (2012). Türkçe İlk Okuma Yazma Öğretimi. Ankara: Pegem Akademi
  • Akyol, H. (2014a). Okuma. A. Kırkkılıç, H. Akyol (Ed.) İlköğretimde Türkçe Öğretimi içinde (ss.15-48). Ankara: Pegem Akademi.
  • Akyol, H. (2014b). Görsel Okuma ve Sunu. A. Kırkkılıç, H. Akyol (Ed.) İlköğretimde Türkçe Öğretimi (ss. 163-192). Ankara: Pegem Akademi.
  • Akyol, H. (2014c). Programa Uygun Türkçe Öğretim Yöntemleri. Ankara: Pegem Akademi.
  • Anderson, R.C.; Hiebert, E. H.; Scot, J. A. & Wilkinson, I. A. G. (1985). Becoming a Nation of Readers: The Report of the Commission on Reading. Washington: National Institute of Education.
  • Anson , C. & Schwegler , R. (2012). Tracking The Mind’s Eye: A New Technology for Researching Twenty First- Century Writing and Reading Processes . College Composition and Communication, 64, 151-71.
  • Arı, G. & Okur, A. (2013). Öğrencilerin 100 Temel Eseri Okuma Durumu. Türkiye Sosyal Araştırmalar Dergisi, 17 (3), 307-328.
  • Arı, G. (2014a). Beşinci Sınıf Öğrencilerinin Kullandığı ASOAT ve YO-DE Okuma Stratejilerinin Anlamaya Etkisi. Eğitimde Kuram ve Uygulama, 10 (2), 535-555.
  • Arı, G. (2014b). Evaluation of The Questions of Understanding The Text in Turkish Language Textbooks According to The Revised Bloom’s Taxonomy. International Journal of Academic Research, 6 (1), 69-71.
  • Banks, J.; Gray, C. & Fyfe, R. (1990). The Reading Abilities of Severely Deaf Children: A Developmental Study Using The Edinburg Reading Test. Teacher of The Deaf Child, 14 (2), 25-34.

Basic Concepts of Reading Instruction

Yıl 2017, Cilt: 5 Sayı: 4, 484 - 503, 30.12.2017

Öz

Kaynakça

  • Akyol, H. (2012). Türkçe İlk Okuma Yazma Öğretimi. Ankara: Pegem Akademi
  • Akyol, H. (2014a). Okuma. A. Kırkkılıç, H. Akyol (Ed.) İlköğretimde Türkçe Öğretimi içinde (ss.15-48). Ankara: Pegem Akademi.
  • Akyol, H. (2014b). Görsel Okuma ve Sunu. A. Kırkkılıç, H. Akyol (Ed.) İlköğretimde Türkçe Öğretimi (ss. 163-192). Ankara: Pegem Akademi.
  • Akyol, H. (2014c). Programa Uygun Türkçe Öğretim Yöntemleri. Ankara: Pegem Akademi.
  • Anderson, R.C.; Hiebert, E. H.; Scot, J. A. & Wilkinson, I. A. G. (1985). Becoming a Nation of Readers: The Report of the Commission on Reading. Washington: National Institute of Education.
  • Anson , C. & Schwegler , R. (2012). Tracking The Mind’s Eye: A New Technology for Researching Twenty First- Century Writing and Reading Processes . College Composition and Communication, 64, 151-71.
  • Arı, G. & Okur, A. (2013). Öğrencilerin 100 Temel Eseri Okuma Durumu. Türkiye Sosyal Araştırmalar Dergisi, 17 (3), 307-328.
  • Arı, G. (2014a). Beşinci Sınıf Öğrencilerinin Kullandığı ASOAT ve YO-DE Okuma Stratejilerinin Anlamaya Etkisi. Eğitimde Kuram ve Uygulama, 10 (2), 535-555.
  • Arı, G. (2014b). Evaluation of The Questions of Understanding The Text in Turkish Language Textbooks According to The Revised Bloom’s Taxonomy. International Journal of Academic Research, 6 (1), 69-71.
  • Banks, J.; Gray, C. & Fyfe, R. (1990). The Reading Abilities of Severely Deaf Children: A Developmental Study Using The Edinburg Reading Test. Teacher of The Deaf Child, 14 (2), 25-34.
Toplam 10 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Dil Çalışmaları (Diğer), Uygulamalı Dilbilim ve Eğitim Dilbilimi
Bölüm Araştırma Makalesi
Yazarlar

Gökhan Arı

Yayımlanma Tarihi 30 Aralık 2017
Yayımlandığı Sayı Yıl 2017 Cilt: 5 Sayı: 4

Kaynak Göster

APA Arı, G. (2017). Basic Concepts of Reading Instruction. International Journal of Languages’ Education and Teaching, 5(4), 484-503.