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Öğrenme Güçlüğü Olan ve Olmayan Öğrencilerin Sözel Problem Çözme ve Okuduğunu Anlama Becerileri Arasındaki İlişkiler

Yıl 2019, Cilt: 15 Sayı: 2, 542 - 554, 26.08.2019
https://doi.org/10.17860/mersinefd.474803

Öz

Bu çalışmanın genel amacı, öğrenme güçlüğü olan/olmayan öğrencilerin okuduğunu anlama ve sözel problem çözme becerileri arasındaki ilişkileri ve okuduğunu anlama becerisinin sözel problem üzerindeki yordayıcılığını incelemektir. Araştırmaya, Ankara ilinde bulunan 4. sınıfa devam 60 öğrenme güçlüğü olan, 60 normal gelişim gösteren öğrenci olmak üzere toplam 120 öğrenci dâhil edilmiştir. Çalışmada öğrenme güçlüğü olan ve olmayan öğrencilerin okuduğunu anlama ve sözel işlem hesaplamalarındaki performansları T testi kullanılarak karşılaştırılmıştır. Öğrencilerin okuduğunu anlama ve sözel problemlerden elde ettikleri performanslar Basit Doğrusal Regresyon Analizi kullanılarak analiz edilmiştir. Elde edilen bulgular, okuduğunu anlamanın, sözel problem çözmenin önemli bir yordayıcısı olduğunu ortaya koymuştur. Ayrıca, öğrenme güçlüğü olan öğrencilerin, normal gelişim gösteren akranlarına göre okuduğunu anlamada daha düşük puan aldıkları, işlemleri daha uzun sürede tamamladıkları, daha az sayıda işlemi doğru çözdükleri görülmüştür.

Kaynakça

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Toplam 1 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Özlem Altındağ Kumaş 0000-0002-6104-2381

Şenay Delimehmet Dada 0000-0002-7412-5880

Ahmet Yıkmış 0000-0002-1143-1207

Yayımlanma Tarihi 26 Ağustos 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 15 Sayı: 2

Kaynak Göster

APA Altındağ Kumaş, Ö., Dada, Ş. D., & Yıkmış, A. (2019). Öğrenme Güçlüğü Olan ve Olmayan Öğrencilerin Sözel Problem Çözme ve Okuduğunu Anlama Becerileri Arasındaki İlişkiler. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 15(2), 542-554. https://doi.org/10.17860/mersinefd.474803

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