Okuduğunu Anlama Stratejisi Öğretiminde Farklı Bir Uygulama Öz-Düzenlemeli Strateji Gelişimi Modeli

Yıl 2022, Cilt: 30 Sayı: 2, 398 - 410, 29.04.2022

Yusuf Özdemir Kasım Kıroğlu

https://doi.org/10.24106/kefdergi.820460

Öz

Durkin ile başlayan okuduğunu anlama stratejisi öğretiminde, öğretilen strateji kadar stratejilerin nasıl öğretildiği de önemlidir. Strateji öğretiminde kullanılan modellerden biri Harris ve Graham tarafından geliştirilen “Öz-Düzenlemeli Strateji Gelişimi (ÖDSG)” modelidir. Yazma becerilerinin geliştirilmesi amacıyla hazırlanan ve daha çok öğrenme yetersizliği olan öğrenciler üzerinde uygulanan bu model, zamanla okuma becerisi ve herhangi bir yetersizliği olmayan öğrenciler üzerinde uygulanmaya başlanmıştır. Modelin okuma alanında kullanımı yeni olduğu için model ile ilgili bilgilerin detaylı olarak ortaya konmasını gerekmektedir. Bu nedenle araştırmada, ÖDSG modelinin okuduğunu anlama öğretiminde kullanımının detaylı bir şekilde incelenmesi amaçlanmaktadır. Araştırmada nitel araştırma yöntemlerinden doküman incelemesi yöntemi kullanılmıştır. Araştırmada ÖDSG modelinin farklı gruplarda ve farklı becerileri geliştirmek için kullanıldığı bulgusuna ulaşılmıştır. Modelin yazma, okuma, üst biliş ve matematik becerilerini geliştirmeye yönelik çalışmalarda kullanıldığı görülmüştür. Model, okuduğunu anlama stratejisi öğretiminde yurt dışı çalışmalarda artan bir şekilde kullanılsa da Türkiye’de yeterince kullanılmamaktadır.

Anahtar Kelimeler

Öz-Düzenlemeli Strateji Gelişimi Modeli, Strateji öğretimi, okuma

A Different Technic in The Teaching of Reading Comprehension Strategy: Self-Regulated Strategy Development Model

Öz

Purpose: In the reading comprehension strategy teaching which starting with Durkin, how strategies are taught are as
important as the strategy. One of the application that used in strategy instruction is the "Self-Regulated Strategy
Development (SRSD)" model which developed by Harris and Graham. This model, which was developed for the development
of writing skills and applied to students with more learning disabilities, has started to be applied over time with reading skills
and students without any disabilities. Since the use of the model in the reading area is new, information about the model
should be revealed in detail. For this reason, it is aimed to describe in detail the usage of the SRSD model in the teaching of
comprehension.
Design/Methodology/Approach: The document examination method from qualitative research methods was used in the
research.
Findings: As a result, it was found that SRSD model was used to develop different skills with different groups. It has been seen
that the SRSD model was used in literary works to improve writing, reading, metacognition, and mathematics skills. Despite
the fact that SRSD has been addressed with an increasing number of studies abroad in the field of strategy teachings, the
finding that there is not much work on this area in Turkey.
Highlights: This model, which was originally developed for teaching writing, has been applied in the field of reading in recent
years. It is a model that allows students to control their own reading comprehension process. It supports the student in this
process and guides his/her understanding.

Anahtar Kelimeler

Self-regulated strategy development, Strategy instruction, Reading

Kaynakça

• Adkins, M. H. (2005). Self-regulated strategy development and generalization instruction: Effects on story writing among second and third grade students with emotional and behavioral disorders. Unpublished Ph. D. thesis, University of Maryland, USA.
• Akıncılar, V. (2010). The effect of “please” strategy training through the self-regulated strategy development (SRSD) model on fifth grade EFL students’ descriptive writing: Strategy training on planning. Yayınlanmamış yüksek lisan tezi, ODTÜ İngilizce Öğretimi Bölümü, Ankara.
• Akyol, H. (2008). Türkçe Öğretim Yöntemleri (Yeni Programa Uygun Genişletilmiş 2. Baskı). Ankara: Kök Yayıncılık.
• Almasi, J. F. (2003). Teaching strategic processes in reading. New York: Guilford Press.
• Aydın, S. & Atalay Demir, T. (2015). Öz-düzenlemeli öğrenme. Ankara: Pegem A Yayıncılık.
• Baumann, J. F. (1984). The effectiveness of a direct instruction paradigm for teaching main idea comprehension. Reading Research Quarterly, 93-115.
• Brown, A. L. & Palincsar, A. S. (1982). Inducing strategic learning from texts by means of informed, self-control training. Topics in Learning & Learning Disabilities, 2(1), 1-17.
• Case, L. P., Harris, K. R., & Graham, S. (1992). Improving the mathematical problem-solving skills of students with learning disabilities: Self-regulated strategy development. The Journal of Special Education, 26(1), 1-19.
• Cassel, J., & Reid, R. (1996). Use of a self-regulated strategy intervention to improve word problem-solving skills of students with mild disabilities. Journal of Behavioral Education, 6(2), 153-172.
• Cosentino, C. L. (2017). The effects of self-regulation strategies on reading comprehension, motivation for learning, and self-efficacy with struggling reader. Unpublished Ph. D. thesis. Department of Education and Educational Psychology, Western Connecticut State University.
• Cuenca-Carlino, Y., Freeman-Green, S., Stephenson, G. W. & Hauth, C. (2016). Self-Regulated Strategy Development Instruction for Teaching Multi-Step Equations to Middle School Students Struggling in Math. The Journal of Special Education, 50(2), 75-85.
• Dole, J. A., Duffy, G. G., Roehler, L. R. & Pearson, P. D. (1991). Moving from the old to the new: Research on reading comprehension instruction. Review of Educational Research, 61(2), 239-264.
• Duffy, G. G. & Roehler, L. R. (1987). Teaching reading skills as strategies. The Reading Teacher, 40(4), 414-418.
• Ennis, R. P. (2016). Using self-regulated strategy development to help high school students with EBD summarize informational text in social studies. Education and Treatment of Children, 39(4), 545–568. doi:10.1353/etc.2016.0024
• Ennis, R. P. & Losinski, M. (2019). SRSD Fractions: Helping Students at Risk for Disabilities Add/Subtract Fractions With Unlike Denominators. Journal of Learning Disabilities, 52(5), 399–412. doi:10.1177/0022219419859509
• Festas, I., Oliveira, A. L., Rebelo, J. A., Damião, M. H., Harris, K. & Graham, S. (2015). Professional development in self-regulated strategy development: Effects on the writing performance of eighth grade Portuguese students. Contemporary Educational Psychology, 40, 17-27.
• Graham, S. & Harris, K. R. (1993). Self-regulated strategy development: Helping students with learning problems develop as writers. The Elementary School Journal, 94(2), 169-181.
• Graham, S. & Harris, K. R. (2003). Students with learning disabilities and the process of writing: A meta-analysis of SRSD studies. In H. L. Swanson, K. R. Harris, & S. Graham (Eds.), Handbook of learning disabilities (pp. 323-344). New York: Guilford Press.
• Graham, S., Harris, K. R., MacArthur, C. A., & Schwartz, S. (1991). Writing and writing instruction for students with learning disabilities: Review of a research program. Learning Disability Quarterly, 14(2), 89-114.
• Graham, S., Harris, K. R. & Mason, L. (2005). Improving the writing performance, knowledge, and self-efficacy of struggling young writers: The effects of self-regulated strategy development. Contemporary Educational Psychology, 30(2), 207-241.
• Graham S., Harris K.R., Reid R. (1992). Developing self-regulated learners. Focus on Exceptional Children, 24, 1–16.
• Graham, S., McKeown, D., Kiuhara, S. & Harris, K. R. (2012). A meta-analysis of writing instruction for students in the elementary grades. Journal of Educational Psychology, 104(4), 879-896.
• Graham, S. & Perin, D. (2007). A meta-analysis of writing instruction for adolescent students. Journal of educational psychology, 99(3), 445.
• Hagaman, J. L. & Casey, K. J. (2017). Paraphrasing Strategy Instruction in Content Area Text. Intervention in School and Clinic, 52(4), 210-217.
• Hagaman, J. L., Casey, K. J. & Reid, R. (2012). The effects of the paraphrasing strategy on the reading comprehension of young students. Remedial and Special Education, 33(2), 110-123.
• Hagaman, J. L., Casey, K. J. & Reid, R. (2016). Paraphrasing strategy instruction for struggling readers. Preventing School Failure: Alternative Education for Children and Youth, 60(1), 43-52.
• Hagaman, J. L., Luschen, K. & Reid, R. (2010). The “RAP” on reading comprehension. Teaching Exceptional Children, 43(1), 22-29.
• Hagaman, J. L. & Reid, R. (2008). The effects of the paraphrasing strategy on the reading comprehension of middle school students at risk for failure in reading. Remedial and Special Education, 29(4), 222-234.
• Harris, K. R. & Graham, S. (1994). Constructivism: Principles, paradigms, and integration. The journal of special education, 28(3), 233-247.
• Harris, K. R. & Graham, S. (1999). Programmatic intervention research: Illustrations from the evolution of self-regulated strategy development. Learning Disability Quarterly, 22(4), 251-262.
• Harris, K. R., Graham, S. & Adkins, M. (2015). Practice-based professional development and self-regulated strategy development for Tier 2, at-risk writers in second grade. Contemporary Educational Psychology, 40, 5-16.
• Harris, K. R., Graham, S. & Mason, L. H. (2003). Self-regulated strategy development in the classroom: Part of a balanced approach to writing instruction for students with disabilities. Focus on Exceptional Children, 35(7), 1-16.
• Harris, K. R., Graham, S. & Mason, L. H. (2006). Improving the writing, knowledge, and motivation of struggling young writers: Effects of self-regulated strategy development with and without peer support. American educational research journal, 43(2), 295-340.
• Harris, K. R., Graham, S., Mason, L. H. & Saddler, B. (2002). Developing self-regulated writers. Theory into Practice, 41(2), 110-115.
• Hedin, L. R., Mason, L. H. & Gaffney, J. S. (2011). Comprehension strategy instruction for two students with attention-related disabilities. Preventing School Failure, 55(3), 148-157.
• Hilden, K. R. & Pressley, M. (2007). Self-regulation through transactional strategies instruction. Reading & Writing Quarterly, 23(1), 51-75.
• Howorth, S. K. (2015). Effects of using thinking before, while and after reading strategy with digital text annotation on science comprehension of students with autism. Unpublished Ph. D. thesis. State University of New York, USA.
• Howorth, S., Lopata, C., Thomeer, M., & Rodgers, J. (2016). Effects of the TWA strategy on expository reading comprehension of students with autism. British Journal of Special Education, 43(1), 39-59.
• Hoyt, L. R. (2010). The effects of self regulated strategy development (SRSD) on reading comprehension for secondary students with emotional and behavioral disabilities (EBD). Unpublished Ph. D. thesis. University of Washington, USA.
• Johnson, J. W. (2011). The effect of strategy instruction on the reading comprehension of high school students with ADHD. Unpublished Ph. D. thesis. University of Nebraska, USA.
• Johnson, L., Graham, S. & Harris, K. R. (1997). The effects of goal setting and self-instruction on learning a reading comprehension strategy: A study of students with learning disabilities. Journal of Learning Disabilities, 30(1), 80-91.
• Johnson, J. W., Reid, R. & Mason, L. H. (2012). Improving the reading recall of high school students with ADHD. Remedial and Special Education, 33(4), 258-268.
• Jozwik, S. L., Cuenca-Carlino, Y., Mustian, A. L. & Douglas, K. H. (2019). Evaluating a self-regulated strategy development reading-comprehension intervention for emerging bilingual students with learning disabilities. Preventing School Failure: Alternative Education for Children and Youth, 63(2), 121-132.
• Karabulut, A., & Özmen, E. R. (2018). Effect of “Understand and Solve!” strategy instruction on mathematical problem solving of students with mild intellectual disabilities. International Electronic Journal of Elementary Education, 11(2), 77-90.
• Karatay, H. (2014). Okuma eğitimi kuram ve uygulama. Ankara: Pegem A Yayıncılık.
• Lenski, S. D. & Nierstheimer, S. L. (2002). Strategy instruction from a sociocognitive perspective. Reading Psychology, 23(2), 127-143.
• Lane, K., Harris, K. R., Graham, S., Weisenbach, J., Brindle, M. & Morphy, P. (2008). The effects of self-regulated strategy development on the writing performance of second grade students with behavioral and writing difficulties. Journal of Special Education, 41, 234–253
• Li, M., Murphy, P. K., Wang, J., Mason, L. H., Firetto, C. M., Wei, L. & Chung, K. S. (2016). Promoting reading comprehension and critical–analytic thinking: A comparison of three approaches with fourth and fifth graders. Contemporary Educational psychology, 46, 101-115.
• Lipari, G. E. (2014). Reading comprehension intervention: Metacognitive strategy instruction with sixth grade students. Unpublished Ph. D. thesis. University of Florida, USA.
• Mardani, N. H. & Afghary, A. (2017). Self-Regulated Strategy Development (SRSD) and the Reading Process: Effects on Reading and Metacognitive Awareness. Journal of Applied Linguistics and Language Research, 4(6), 192-200.
• Mason, L. H. (2002). Self-regulated strategy instruction: Effects on expository reading comprehension among students who struggle with reading. Unpublished Ph. D. thesis, University of Maryland, USA.
• Mason, L. H. (2004). Explicit self-regulated strategy development versus reciprocal questioning: Effects on expository reading comprehension among struggling readers. Journal of Educational Psychology, 96(2), 283.
• Mason L. H. (2013). Teaching students who struggle with learning to think before, while, and after reading: Effects of self-regulated strategy development instruction. Reading & Writing Quarterly, 29(2), 124-144.
• Mason, L. H., Davison, M. D., Hammer, C. S., Miller, C. A. & Glutting, J. J. (2013). Knowledge, writing, and language outcomes for a reading comprehension and writing intervention. Reading and Writing, 26(7), 1133-1158.
• Mason, L. H., Harris, K. R. & Graham, S. (2002). Every child has a story to tell: Self-regulated strategy development for story writing. Education and Treatment of Children, 496-506.
• Mason, L. H., Meadan, H., Hedin, L. R. & Cramer, A. M. (2012). Avoiding the struggle: Instruction that supports students' motivation in reading and writing about content material. Reading & Writing Quarterly: Overcoming Learning Difficulties, 28(1), 70-96.
• Mason, L. H., Meadan-Kaplansky, H., Hedin, L. & Taft, R. (2013). Self-regulating informational text reading comprehension: Perceptions of low-achieving students. Exceptionality, 21(2), 69-86.
• Mason, L. H., Snyder, K. H., Sukhram, D. P. & Kedem, Y. (2006). TWA+ PLANS strategies for expository reading and writing: Effects for nine fourth-grade students. Exceptional Children, 73(1), 69-89.
• MEB (2016). PISA 2015 ulusal raporu. Milli Eğitim Bakanlığı-Ankara.
• Merson, J. (2016). The effect of the TWA reading Strategy on the reading comprehension level of 9th-and 10th-grade students. Unpublished master thesis, Graduate Programs in Education, Goucher College.
• Moshman, D. (1982). Exogenous, endogenous, and dialectical constructivism. Developmental Review, 2(4), 371-384.
• Özdemir, Y. & Kıroğlu, K. (2017). Okumadan Önce, Okuma Esnasında, Okumadan Sonra Düşün” Stratejisinin Okuduğunu Anlama Becerisine Etkisi. International Periodical for the Languages, Literature and History of Turkish or Turkic Volume 12/17, p. 313-336.
• Özmen, E. R., Selimoğlu, Ö. G. & Şimşek, M. Ö. (2015). Uyarlanmış bilişsel strateji öğretiminin öykü yazmada uygulanması: zihinsel yetersizliği olan bir öğrenci ile vaka çalışması. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 16(02), 149-164.
• Özmen, R. G. & Vayiç, Ş. (2007). Oku-Altını Çiz-Böl-Birleştir Stratejisinin Zihinsel Engelli Öğrencilerin Hece Tanıma Becerilerini Kazanmalarında Etkililiği. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 8(02), 01-18.
• Palincsar, A. S., David, Y. M., Winn, J. A. & Stevens, D. D. (1991). Examining the context of strategy instruction. Remedial and Special Education, 12(3), 43-53.
• Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385-407.
• Pressley, M. (2002). Metacognition and self-regulated comprehension. What Research has to Say About Reading Instruction, 3, 291-309.
• Pressley, M., Harris, K. R. & Marks, M. B. (1992). But good strategy instructors are constructivists!. Educational Psychology Review, 4(1), 3-31.
• Pressley, M. & Woloshyn, V. (1995). Cognitive strategy instruction that really improves children's academic performance (2nd ed.). Cambridge: Brookline Books.
• Putri, I. E. (2018). Modifying self-regulated strategy development (SRSD) to enhance the second year students’self-regulation and vocabulary size at sman 1 Purbolinggo. Unpublished Ph. D. thesis, Teacher Training and Education Faculty, Lampung University.
• Rogevich, M. E. & Perin, D. (2008). Effects on science summarization of a reading comprehension intervention for adolescents with behavior and attention disorders. Exceptional Children, 74(2), 135-154.
• Reid, R., Hagaman, J. L., & Graham, S. (2014). Using self-regulated strategy development for written expression with students with attention deficit hyperactivity disorder. Learning Disabilities--A Contemporary Journal, 12(1).
• Roohani, A., Hashemian, M. & Asiabani, S. (2016). The effectiveness of strategic instruction on metacognition of EFL learners. International Journal of Language Learning and Applied Linguistics World (IJLLALW), 11 (1), 1-9.
• Roohani, A., Hashemian, M., & Kazemian, Z. (2017). Effects of Rhetorical Analysis and Self-Regulation Strategies on Iranian EFL Learners’ Critical Thinking and Reading Comprehension of Argumentative Texts. Language Horizons, 1(1), 53-75.
• Rosenshine, B. & Meister, C. (1994). Reciprocal teaching: A review of the research. Review of educational research, 64(4), 479-530.
• Samani, E. M., & Biria, R. (2015). The efficacy of Self-Regulated Strategy Development in Enhancing Intermediate Iranian EFL Learners' Metacognitive Awareness and Listening Skill. Journal of Applied Linguistics and Language Research, 2(4), 222-235.
• Sanders, S. (2018). An investigation of the effectiveness of TWA on reading comprehension of students with and at-risk for emotional and behavioral disorders. Unpublished Ph. D. thesis, Department of Special Education, Counseling, and Student Affairs College of Education, Kansas State University, Kansas.
• Sanders, S. (2020). Using the Self-Regulated Strategy Development Framework to Teach Reading Comprehension Strategies to Elementary Students with Disabilities. Educ. Treat. Child. 43, 57–70.
• Sanders, S., Losinski, M., Ennis, R. P., Lane, J., White, W., & Teagarden, J. (2020). Use of Self-Regulated Strategy Development to Improve Comprehension of Elementary Students with and At-Risk for E/BD. Education and Treatment of Children, 1-13.
• Schunk, D. H., & Ertmer, P. A. (2000). Self-regulation and academic learning: Self-efficacy enhancing interventions. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 631-649).
• Schunk, D. H. & Zimmerman, B. J. (2007). Influencing children's self-efficacy and self-regulation of reading and writing through modeling. Reading & Writing Quarterly, 23(1), 7-25.
• Senemoğlu. N. (2012). Gelişim, öğrenme ve öğretim. Ankara: Pegem A Yayıncılık.
• Snow, C. (2002). Reading for understanding: Toward an R&D program in reading comprehension. Rand Corporation Hilden, K. R. & Pressley, M. (2007). Self-regulation through transactional strategies instruction. Reading & Writing Quarterly, 23(1), 51-75.
• Teng, F. (2020). Young learners’ reading and writing performance: Exploring collaborative modeling of text structure as an additional component of self-regulated strategy development. Studies in Educational Evaluation, 65, 100870.
• Tracy, B., Reid, R., & Graham, S. (2009). Teaching young students strategies for planning and drafting stories: The impact of self-regulated strategy development. The Journal of Educational Research, 102(5), 323-332.
• Ülper, H. (2010). Okuma ve anlamlandırma becerilerinin kazandırılması. Ankara: Nobel.
• Van Keer, H. & Verhaeghe, J. P. (2005). Effects of explicit reading strategies instruction and peer tutoring on second and fifth graders' reading comprehension and self-efficacy perceptions. The Journal of Experimental Education, 73(4), 291-329.
• Webber, J., Scheuermann, B., McCall, C. & Coleman, M. (1993). Research on self-monitoring as a behavior management technique in special education classrooms: A descriptive review. Remedial and Special Education, 14(2), 38-56.
• Wong, B. Y. L., Harris, K. R., Graham, S., & Butler, D. L. (2003). Cognitive strategies instruction research in learning disabilities. In H. L. Swanson, K. R. Harris, & S. Graham (Eds.), Handbook of learning disabilities (pp. 383-402). New York: Guilford Press.
• Yıldırım, A. & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri (8. Baskı) Ankara: Seçkin.
• Zimmerman, B. J. & Bandura, A. (1994). Impact of self-regulatory influences on writing course attainment. American Educational Research Journal, 31(4), 845-862.