Uyarlanmış bilişsel strateji öğretiminin öykü yazmada uygulanması: zihinsel yetersizliği olan bir öğrenci ile vaka çalışması

Yıl 2015, Cilt: 16 Sayı: 02, 149 - 171, 26.12.2015

E. Rüya Özmen Ömür Gürel Selimoğlu M. Özlem Şimşek

https://doi.org/10.1501/Ozlegt_0000000225

Öz

Anahtar Kelimeler

-

Uyarlanmış Bilişsel Strateji Öğretiminin Öykü Yazmada Uygulanması: Zihinsel Yetersizliği Olan Bir Öğrenci İle Vaka Çalışması

Öz

Bu vaka çalışmasında, Uyarlanmış Bilişsel Strateji Öğretimi’nin (UBSÖ), hafif düzeyde zihinsel yetersizliği olan bir öğrencinin öykü yazma becerisine ve yazma süreci işlemsel bilgisine etkisi incelenmiştir. Öğrenci 6. sınıf özel eğitim sınıfına devam etmektedir. UBSÖ, Yazmada Bilişsel Strateji Öğretimi ve Kendini Düzenleme Gelişimi Yaklaşımının öğretimsel özelliklerine göre desenlenmiştir. Çalışmada öğrencinin öyküleri; öykü ögeleri, öykü kalitesi, öykü uzunluğu bakımından değerlendirilmiştir. Ayrıca öğrencinin yazmaya harcadığı süre hesaplanmıştır. Öğrencinin yazma süreci işlemsel bilgisini belirlemek için üstbilişsel görüşme yapılmıştır. Öğretim sonunda öğrenci çalışmanın tüm değişkenleri bakımından ilerleme göstermiştir. Çalışmada sonuçlar tartışılmış, uygulama ve araştırma önerilerine yer verilmiştir

Anahtar Kelimeler

Uyarlanmış bilişsel strateji öğretimi, öykü yazma, zihinsel yetersizlik, kendini düzenleme stratejilerinin gelişimi, yazmada bilişsel strateji öğretimi

Kaynakça

• Asaro-Saddler, K., & Saddler, B. (2010). Planning instruction and self-regulation training: Effects on writers with autism spectrum disorders. Exceptional Children, 77, 107-124.
• Banikowski, A.K.., & Mehring, T.A. (1999), Strategies to enhance memory based on brain research. Focus on Exceptional Children, 32, 1-16.
• Billingsley, F., White, O.R., & Munson, R. (1980). Procedural reliability: A rationale and an example. Behavioral Assessment, 2, 229-241.
• Bray, N.W., & Turner, L.A. (1986). The rehearsal deficit hypothesis. In N.R. Ellis & N.W. Bray (Eds.), International review of research in mental retardation (Vol. 14, pp. 47-71). New York: Academic Press.
• De La Paz, S. (1999). Self-regulated strategy instruction in regular education settings: Improving outcomes for students with and without learning disabilities. Learning Disabilities Research & Practice, 14, 92-106.
• De La Paz, S., & Graham, S. (1997). Strategy instruction in planning: Effects on the writing performance and behavior of students with learning difficulties. Exceptional Children, 63, 167-181.
• Englert, C.S. (1990). Unraveling the mysteries of writing through strategy instruction. In T.E. Scruggs & B.Y.L. Wong (Eds.), Intervention research in learning disabilities (pp. 186-223). New York: Springer-Verlag.
• Englert, C.S. (1992). Writing instruction from a sociocultural perspective: The holistic, dialogic, and social enterprise of writing. Journal of Learning Disabilities, 25,153-172.
• Englert, C.S. (2009). Connecting the dots in a research program to develop, implement, and evaluate strategic literacy interventions for struggling readers and writers. Learning Disabilities Research & Practice, 24, 104-120.
• Englert, C.S., & Mariage, T. (2003). The sociocultural model in special education interventions: Apprenticing students in higher-order thinking. In L.H. Swanson, K. Harris, & S. Graham (Eds.), Handbook of learning disabilities (pp. 450-467). New York: Guilford.
• Englert, C.S., & Raphael, T.E. (1988). Constructing well-formed prose: Process, structure, and metacognitive knowledge. Exceptional Children, 54, 513-520.
• Englert, C.S., Raphael, T.E., & Anderson, L.M. (1992). Socially mediated instruction: Improving students' knowledge and talk about writing. The Elementary School Journal, 92, 411-449.
• Englert, C.S., Raphael, T.E., Anderson, L.M., Anthony, H.M., & Steven, D.D. (1991). Making strategies and self-talk visible: Writing instruction in regular and special education classrooms. American Educational Research Journal, 28, 337-372.
• Englert, C.S., Raphael, T.E., Anderson, L.M., Gregg, S.L., & Anthony, H.M. (1989). Exposition: Reading, writing, and the metacognitive of learning disabled students. Learning Disabilities Research, 5(1), 5-24.
• Englert, C.S., Raphael, T.E., Fear, K.L., & Anderson, L.M. (1988). Students' metacognitive knowledge about how to write informational texts. Learning Disability Quarterly, 11, 18-46.
• Graham, S. (1990). The role of production factors in learning disabled students’ compositions. Journal of Educational Psychology, 82(4), 781-791.
• Graham, S. (2006). Strategy instruction and the teaching of writing: A meta-analysis. In C.A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 187-207). New York, NY: Guilford Press.
• Graham, S., & Harris, K.R. (2003). Students with learning disabilities and the process of writing: A meta- analysis of SRSD studies. In L. Swanson, K. Harris, & S. Graham (Eds.), Handbook of learning disabilities (pp. 383-402). 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, 89-114.
• Graham, S., Harris, K., & 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, 207-241.
• Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools. A report to Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education.
• Graham, S., Schwartz, S., & MacArthur, C. (1993). Knowledge of writing and the composing process, attitude toward writing and self-efficacy for students with and without learning disabilities. Journal of Learning Disabilities, 26, 237-249.
• Güzel-Özmen, R. (2000). Okuduğunu anlama seti. İstanbul: YAPA.
• Güzel-Özmen, R. (2006a). Uyarlanmış bilişsel strateji öğretiminin zihinsel engelli öğrencilerin yazılı ifade sürecinde kullanılan üstbilişsel strateji bilgisini kazanmalarında etkisi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Egitim Dergisi, 7, 49-69.
• Güzel-Özmen, R. (2006b). The effectiveness of modified cognitive strategy instruction in writing with mildly mentally retarded Turkish students. Exceptional Children, 72, 281-297.
• Hallenbeck, M.J. (1996). The cognitive strategy in writing: Welcome relief for adolescents with learning disabilities. Learning Disabilities Research & Practice, 11, 107-119.
• Hallenbeck, M.J. (1997). From the inside out: Adolescents with learning disabilities think and talk about writing. Unpublished doctoral dissertation, Michigan State University, East Lansing.
• Hallenbeck, M.J. (2002). Taking charge: Adolescents with learning disabilities assume responsibility for their own writing. Learning Disability Quarterly, 25, 227-246.
• Harris, K.R., Graham, S., & Mason, L. (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, 295-340.
• House, A.W., House, B.G., & Campbell, M.B. (1981). Measures of interobserver agreement: Calculation formula and distribution effect. Journal of Behavioral Assessment, 3, 37-57.
• Joseph, L.M., & Konrad, M. (2009).Teaching students with intellectual or developmentaldisabilities to write: A review of the literature. Research in Developmental Disabilities, 30, 1-19.
• Konrad, M., Trela, K., & Test, D.W. (2006). Using IEP goals and objectives to teach paragraph writing to high school students with physical and cognitive disabilities. Education and Training in Developmental Disabilities, 41, 111-124.
• 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.
• MacArthur, C.A., Schwartz, S.S., & Graham, S. (1991). Effects of a reciprocal peer revision strategy in special education classrooms. Learning Disabilities Research and Practice, 6, 201-2l0.
• Stein N.L., & Glenn, C.G. (1979). An analysis of story comprehension in elementary school children. In R. Freedle (Ed.), New direction in discourse processing: Multidisciplinary perspectives (pp. 53-119). Norwood, NJ: Ablex.
• Thomas, C.C., Englert, C.S., & Gregg, S. (1987). An analysis of errors and strategies in the expository writing of learning disabled students. Remedial and Special Education, 8(1), 21-30.
• Troia, G.A., Graham, S., & Harris, K.R. (1999). Teaching students with learning disabilities to mind-fully plan when writing. Exceptional Children, 65, 235-252.
• Turner, L.A., Dofny, E.M., & Durka, S. (1994). Effects of strategy and attribution training on strategy maintenance and transfer. American Journal on Mental Retardation, 98, 445-454.
• Yıldırım, A., & Şimşek, H. (2004). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayınevi.