AKICI OKUMA BECERİLERİ İLE ANLAMA DÜZEYLERİ BASİT VE ÇIKARIMSAL ARASINDAKİ İLİŞKİ

Öz

Bu araştırmada beşinci sınıf öğrencilerinin akıcı okuma becerileri ile anlama düzeyleri basit ve çıkarımsal arasındaki ilişkinin incelenmesi amaçlanmıştır. Araştırmaya beşinci sınıflarda öğrenim gören farklı cinsiyet, sosyoekonomik ve başarı düzeylerinden 39 öğrenci katılmıştır. Araştırma ilişkisel tarama modelinde gerçekleştirilmiştir. Verilerin analiz edilmesinde t-testi, ANOVA ve korelasyon analiz teknikleri kullanılmıştır. Araştırma sonuçlarına göre akıcı okuma becerileri ile okuduğunu anlama arasında pozitif yönlü ve orta düzey ilişkiler bulunmuştur. Ayrıca akıcı okuma becerileri basit anlamaya göre çıkarımsal anlamada daha yüksek ilişkili çıkmıştır. Bunun dışında araştırmaya katılan öğrencilerin cinsiyet ve sosyoekonomik düzey değişkenleri akıcı okuma becerileri ve anlama düzeyleri açısından karşılaştırılmıştır. Bu karşılaştırma sonuçlarına göre cinsiyet değişkeni öğrencilerin akıcı okuma becerilerinde ve anlama düzeylerinde istatistiksel olarak anlamlı farklılık göstermemiştir. Sosyoekonomik düzey değişkenine ait karşılaştırmalarda ise sosyoekonomik düzeyi yüksek olan öğrencilerin, düşük olan öğrencilere göre akıcı okuma becerileri ve anlama düzeylerine ilişkin puanları daha yüksek çıkmıştır. Bu sonuç sosyoekonomik açıdan avantajlı durumda olan öğrencilerin, akıcı okuma ve anlamada daha başarılı olduğunu göstermektedir.

Anahtar Kelimeler

• Akıcı okuma,basit ve çıkarımsal anlama

The Relationship between Fluent Reading Skills and Comprehension Level Literal and Inferential

Abstract

The present study aims to analyze the relationship between 5th graders’ fluent reading skills and comprehension level literal and inferential . Thirty nine fifth graders of different sex, socioeconomic and achievement level participated in the study. The research was conducted in the survey model. In data analysis, t-test, ANOVA and correlation analysis techniques were employed. The results revealed that there is a positive and medium level relationship between reading skills and comprehension. In addition, fluent reading skills were found to be correlated at a higher level in comparison with literal comprehension. Moreover, the variables of students’ sex and socioeconomic level were compared in terms of fluent reading skills and comprehension level. The results of this comparison demonstrate that the sex variable did not differ significantly in terms of fluent reading skills and comprehension level. As for comparisons related to fluent reading skills and comprehension level, a significant difference was not observed as well. Apart from this, comparisons of socio-economic level variable showed that students with higher socioeconomic level had higher scores in fluent reading skills and inferential comprehension level. It points to the fact that socioeconomically advantaged students are more successful at fluent reading and comprehension

Keywords

• Reading fluency,literal and infrential comprehension

Kaynakça

1. Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
2. Akyol, H. (2006). Türkçe ilk okuma yazma öğretimi. Ankara: Pegem A Yayıncılık Ltd. Şti.
3. Akyol, H. (2008). Türkçe öğretim yöntemleri. Ankara: Kök Yayıncılık.
4. Akyol, H. (2011). Türkçe öğretim yöntemleri (Yeni programa uygun) (4 ed.). Ankara: Pegem Akademi Yayıncılık.
5. Alber-Morgan, S. R., Matheson Ramp, E., Anderson, L. L., & Martin, C. M. (2007). Effects of Repeated Readings, Error Correction, and Performance Feedback on the Fluency and Comprehension of Middle School Students With Behavior Problems. The Journal of Special Education, 41(1), 17-30.
6. Allington, R. L. (1983). Fluency: The neglected reading goal. Reading Teacher, 36(6), 556-561.
7. Breznitz, Z. (2006). Fluency in reading: Synchronization of processes. Mahwah NJ: Lawrence Erlbaum Associates.
8. Cain, K., Oakhill, J., Barnes, M., & Bryant, P. (2001). Comprehension skill, inference- making ability, and their relation to knowledge. Memory & Cognition, 29(6), 850- 859.

9. Caldwell, J. S. (2008). Reading assessment. New York: Guilford Publications Inc.
10. Chall, J. S., Jacobs, V. A., & Baldwin, L. E. (1991). The reading crisis: Why poor children fall behind. Massachusetts: Harvard University Press.
11. Deeney, T. A. (2010). One-minute fluency measures: Mixed messages in asssessment and Instruction. Reading Teacher, 63(6), 440-450.
12. Deno, S. L., Mirkin, P. K., & Chiang, B. (1982). Identifying valid measures of reading. Exceptional Children, 49(1), 36-45.
13. Dowhower, S. L. (1987). Effects of repeated reading on second-grade transitional readers' fluency and comprehension. Reading Research Quarterly, 22(4), 389-406.
14. Dowhower, S. L. (1991). Speaking of prosody: Fluency's unattended bedfellow. Theory Into Practice, 30(3), 165-175.
15. Drummond, K. V. (2003). Social cognition: A necessary connection to literacy? Unpublished Doctoral thesis, University of California, Los Angeles, United States -- California.
16. Ehri, L. C. (2005). Learning to Read Words: Theory, Findings, and Issues. Scientific Studies of Reading, 9(2), 167-188.
17. Freeland, J. T., Skinner, C. H., Jackson, B., McDaniel, C. E., & Smith, S. (2000). Measuring and increasing silent reading comprehension rates: Empirically validating a repeated readings intervention. Psychology in the Schools, 37(5), 415- 429.
18. Frith, V. (1985). Beneath the surface of developmental dyslexia. In K. E. Patterson, J. C. Marshall & M. Coltheart (Eds.), Surface dyslexia: Neuropsychological and cognitive studies of phonological reading (pp. 301-330). London: Erlbaum.
19. Fuchs, L. S., Tindal, G., Shinn, M. R., Fuchs, D., Deno, S. L., & Germann, G. (1983). Technical adequacy of basal readers’ mastery test: Ginn 720 series Minnesota: University of Minnesota Institute for Research on Learning Disabilities.
20. Hitchcock, C. H., Prater, M. A., & Dowrick, P. W. (2004). Reading comprehension and fluency: Examining the effects of tutoring and video self-modeling on first-grade students with reading difficulties. Learning Disability Quarterly, 27(2), 89-103.
21. Karasar, N. (2011). Bilimsel araştırma yöntemi (21 ed.). Ankara: Nobel Yayınevi.
22. Keskin, H. K., & Baştuğ, M. (2011). İlköğretim dördüncü sınıf öğrencilerinin sesli okuma ve konuşma prozodileri arasındaki ilişkinin incelenmesi. 10. Sınıf Öğretmenliği Eğitimi Sempozyumu. 5-7 Mayıs 2011. Sivas.
23. Knupp, R. (1988). Improving oral reading skills of educationally handicapped elementary school-aged students through repeated readings. (Practicum report). Ft. Lauderdale, FL: Nova University (ERIC Document Reproduction Service No. ED 297275).
24. Kuhn, M. R., & Woo, D. G. (2008). Fluency-oriented reading two whole-class approaches. In M. R. Kuhn & P. J. Schwanenflugel (Eds.), Fluency in the classroom. New York: The Guilford Press.
25. LaBerge, D., & Samuels, S. J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6(2), 293-323.
26. Logan, G. D. (1997). Automaticity and reading: Perspectives from the instance theory of automatization. Reading & Writing Quarterly, 13(2), 123-146.
27. Markell, M. A., & Deno, S. L. (1997). Effects of increasing oral reading: Generalization across reading tasks. The Journal of Special Education, 31(2), 233-250.
28. Meyer, M. S., & Felton, R. H. (1999). Repeated reading to enhance fluency: Old approaches and new directions. Annals of Dyslexia, 49, 283-306.
29. Perfetti, C. A., Marron, M. A., & Foltz, P. W. (1996). Sources of comprehension failure: Theoretical perspectives and case studies. In C. Cornoldi & J. Oakhill (Eds.), Reading comprehension difficulties: Processes and intervention (pp. 137-165). Mahwah, NJ: Lawrence Erlbaum.
30. Rashotte, C. A., & Torgesen, J. K. (1985). Repeated reading and reading fluency in learning disabled children. Reading Research Quarterly, 20(2), 180-188.
31. Rasinski, T. (2010). The fluent reader. New York: Scholastic.
32. Rasinski, T., Padak, N., Linek, W., & Sturtevant, E. (1994). Effects of fluency development on urban second-grade readers. The Journal of Educational Research, 87(3), 158 - 165.
33. Rubin, A., & Babbie, E. R. (2011). Research methods for social work (Seventh ed.). Belmont, CA: Brooks/Cole, Cengage Learning.
34. Samuels, S. J. (1979). The method of repeated readings. Reading Teacher, 32, 403-408.
35. Sanderman, A. A., & Collier, R. (1997). Prosodic phrasing and comprehension. Language and Speech, 40(4), 391-409.
36. Schrauben, J. E. (2010). Prosody's contribution to fluency: An examination of the theory of automatic information processing. Reading Psychology, 31(1), 82 - 92.
37. Schwanenflugel, P. J., Hamilton, A. M., Kuhn, M. R., Wisenbaker, J. M., & Stahl, S. A. (2004). Becoming a fluent reader: Reading skill and prosodic features in the oral reading of young readers. Journal of Educational Psychology, 96(1), 119-129.
38. Shinn, M. R., Good, R. H., Knutson, N., Tilly, W. D., & Collins, V. L. (1992). Curriculum-based measurement of oral reading fluency: A confirmatory analysis of its relation to. School Psychology Review, 21(3), 459-479.
39. Sindelar, P. T., Monda, L. E., & O'Shea, L. J. (1990). Effects of repeated readings on instructional- and mastery-level readers. Journal of Educational Research, 83(4), 220-226.
40. Stanovich, K. E. (1986). Mathew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360- 407.
41. Suchey, N. (2009). Oral passage reading fluency as an indicator of reading comprehension. Unpublished Doctoral thesis, The University of Utah, United States.
42. Tennent, W., Stainthorp, R., & Stuart, M. (2008). Assessing reading at Key Stage 2: SATs as measures of children's inferential abilities. British Educational Research Journal, 34(4), 431-446.
43. Therrien, W. J. (2004). Fluency and comprehension gains as a result of repeated reading. Remedial and Special Education, 25(4), 252-261.
44. Therrien, W. J., Wickstrom, K., & Jones, K. (2006). Effect of a Combined Repeated Reading and Question Generation Intervention on Reading Achievement. Learning Disabilities Research & Practice, 21(2), 89-97. Tompkins, G. E. (2006). Literacy for the twenty-first century: Pearson Education/Merrill/Prentice Hall.
45. Türk Dil Kurumu. (2005). Türkçe sözlük (4 ed.). Ankara: Akşam Sanat Okulu Matbaası.
46. Vaughn, S., Chard, D. J., Bryant, D. P., Coleman, M., Tyler, B.-J., Linan-Thompson, S., et al. (2000). Fluency and comprehension interventions for third-grade students. Remedial and Special Education, 21(6), 325-335.
47. Young, A. R., Bowers, P. G., & MacKinnon, G. E. (1996). Effects of prosodic modeling and repeated reading on poor readers' fluency and comprehension. Applied Psycholinguistics, 17(1), 59-84.