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BİRİNCİ VE İKİNCİ SINIFTA OKUMA BECERİLERİNİN GELİŞİMİ VE MATTHEW ETKİSİ: BOYLAMSAL BİR ÇALIŞMANIN SONUÇLARI

Yıl 2022, Cilt: 51 Sayı: 234, 939 - 966, 09.05.2022
https://doi.org/10.37669/milliegitim.875859

Öz

Bu çalışmada çocukların okuma performansları birinci sınıftan ikinci sınıfın sonuna kadar boylamsal olarak izlenmiş ve düşük okuma başarısının çocuklar arasında ne oranda gözlendiği, birinci sınıfta gözlenen performansın ikinci sınıfta ne oranda sürdürüldüğü, performanslarında Matthew etkisi gözlenip gözlenmediği ve farklı düzeylerde okuma başarısı gösteren çocukların ne tür SED ve cinsiyet özellikleri gösterdikleri betimsel olarak incelenmiştir. Ankara’daki 45 okulda yürütülen çalışmaya tipik gelişim gösteren toplam 427 çocuk katılmıştır. Çocukların okuma performansları Okuma Yazma Değerlendirme Bataryası (OYAB) kullanılarak birinci ve ikinci sınıf boyunca dört kez değerlendirilmiştir. Elde edilen sonuçlar düşük okuma performansı gösteren çocukların oranının %34 olduğunu, birinci sınıftaki düşük okuma performansının %66,9 oranında ikinci sınıfta da sürdürüldüğünü, farklı düzeylerde okuma başarısı gösteren gruplar arasındaki farkın ilerleyen dönemlerde artarak devam ettiğini ve böylece Matthew etkisinin oluştuğunu göstermiştir. Ayrıca, alt-SED’den gelen çocukların okuma güçlükleri açısından daha yüksek risk taşıdıkları ve kızların daha büyük oranda düşük okuma başarısı gösterdikleri bulunmuştur. Sonuçlar alanyazın ve uygulamalar açısından ayrıntılı tartışılmıştır.

Destekleyen Kurum

TÜBİTAK

Proje Numarası

215K027

Kaynakça

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DEVELOPMENT OF READING SKILLS IN FIRST AND SECOND GRADE AND THE MATTHEW EFFECT: RESULTS OF A LONGITUDINAL STUDY

Yıl 2022, Cilt: 51 Sayı: 234, 939 - 966, 09.05.2022
https://doi.org/10.37669/milliegitim.875859

Öz

In this study, children's reading performances were monitored longitudinally from the first grade to the end of the second grade, and to what extent low reading achievement was observed among children, to what extent the performance observed in the first grade was maintained in the second grade, whether the Matthew effect was observed in their performances, and what type of SES and gender characteristics children with different levels of reading achievement displayed were examined descriptively. A total of 427 children with typical development participated in the study conducted in 45 schools in Ankara. The reading performances of the children were evaluated four times during the first and second grade using the Literacy Assessment Battery (LAB). The results showed that the proportion of children with low reading performance was 34%, that the low reading performance in the first grade was maintained at a rate of 66.9% in the second grade, the difference between the groups with different levels of reading achievement continued to increase in the following semesters, and thus the Matthew effect occurred. In addition, it was found that children from the low SES had a higher risk of reading difficulties and girls showed a higher rate of lower reading achievement. Results were discussed in detail in terms of literature and practice.

Proje Numarası

215K027

Kaynakça

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  • PARRILA, R., Aunola, K., Leskinen, E., Nurmi, J. E. ve Kirby, J. (2005). Development of individual differences in reading: Results from longitudinal studies in English and Finnish. Journal of Educational Psychology, 97, 299-319. https://doi.org/10.1037/0022 0663.97.3.299
  • PENNINGTON, B. F. (2006). From single to multiple deficit models of developmental disorders. Cognition, 101, 385-413. https://doi.org/10.1016/j.cognition.2006.04.008.
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  • RAFFAELLI, M. ve Ontai, L. L. (2004). Gender socialization in Latino/a families: Results from two retrospective studies. A Journal of Research, 50, 287-299. https://doi.org/10.1023/B:SERS.0000018886.58945.06
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  • RESCHLY, A. L. (2010) Reading and school completion: Critical connections and Matthew effects. Reading ve Writing Quarterly, 26, 67-90, https://doi.org/10.1080/10573560903397023
  • RESCORLA, L. ve Rosenthal, A. S. (2004). Growth in standardized ability and achievement test scores from 3rd to 10th grade. Journal of Educational Psychology, 96, 85-96. https://doi.org/10.1037/0022-0663.96.1.85
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  • RIGNEY, D. (2010). The Matthew effect. How advantage begets further advantage. New York, NY: Columbia University Press.
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  • URFALI DADANDI, P., Dadandı, G. ve Koca, F. (2018). PISA 2015 Türkiye sonuçlarına göre sosyoekonomik faktörler ile okuma becerileri arasındaki ilişkiler. Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi, 7(2), 1239-1252.
  • VELLUTİNO, F. R., Fletcher, J. M., Snowling, M. J. ve Scanlon, D. M. (2004). Specific reading disability (dyslexia): What have we learned in the past four decades? Journal ofChild Psychology and Psychiatry, 45, 2-10. https://doi.org/10.1046/j.0021 -9630.2003.00305.x
  • WAGNER, M., Newman, L., Cameto, R., Garza, N. ve Levine, P. (2005). After high school: A first look at the postschool experiences of youth with disabilities. A report from the national longitudinal transition study-2 (NLTS2). SRI International. https:// nlts2.sri.com/reports/2005_04/nlts2_report_2005_04_execsum.pdf
  • WANG, J. ve Guthrie, J. T. (2004). Modeling the effects of intrinsic motivation, extrinsic motivation, amount of reading, and past reading achievement on text comprehension between US and Chinese students. Reading Research Quarterly, 39, 162–186. https://doi.org/10.1598/RRQ.39.2.2.
  • WANZEK, J., Vaughn, S., Scammacca, N., Gatlin, B., Walker, M. A. ve Capin, P. (2016). Meta-analyses of the effects of tier 2 type reading interventions in grades K-3. Educational Psychology Review, 28, 551–576. https://doi.org/10.1007/s10648-015-9321-7.
  • WATKINS, M. W. ve Edwards, V. A. (1992). Extracurricular reading and reading achievement: The rich stay rich and the poor don’t read. Reading Improvement, 29, 236–242.
Toplam 92 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Araştırma Makalesi
Yazarlar

Cevriye Ergül 0000-0001-6793-6469

Zeynep Bahap Kudret 0000-0001-5192-0892

Gözde Akoğlu 0000-0002-3685-4310

Meral Çilem Ökcün Akçamuş 0000-0003-3297-9711

Burcu Kılıç Tülü 0000-0002-9623-8392

Ergül Demir 0000-0002-3708-8013

Proje Numarası 215K027
Yayımlanma Tarihi 9 Mayıs 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 51 Sayı: 234

Kaynak Göster

APA Ergül, C., Bahap Kudret, Z., Akoğlu, G., Ökcün Akçamuş, M. Ç., vd. (2022). BİRİNCİ VE İKİNCİ SINIFTA OKUMA BECERİLERİNİN GELİŞİMİ VE MATTHEW ETKİSİ: BOYLAMSAL BİR ÇALIŞMANIN SONUÇLARI. Milli Eğitim Dergisi, 51(234), 939-966. https://doi.org/10.37669/milliegitim.875859