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Okuma Güçlüğü Olan Çocukların Sözcük Okuma Becerileri

Yıl 2006, Cilt: 7 Sayı: 01, 29 - 36, 01.02.2006
https://doi.org/10.1501/Ozlegt_0000000097

Öz

Kaynakça

  • Aaron, P. G., Joshi, R. M., Ayotollah, M., Ellsberry, A., Henderson, J., & Lindsey, K. (1999). Decoding and sight- word naming: Are they independent components of word recognition skill? Reading and Writing: An Interdisciplinary Journal, 11(2), 89-127.
  • Backman, J., Bruck, M., Hebert, M., & Seidenberg, M. S. (1984). Journal of Experimental Child Psychology, 38, 114-133.
  • Badian, N. A., McAnulty, G. B., & Duffy, F. H. (1990). Prediction of dyslexia in kindergarten boys. Annals of Dyslexia, 40, 152-169.
  • Baydık (2002). Okuma güçlüğü olan ve olmayan çocukların sözcük okuma becerilerinin karşılaştırılması. Yayınlanmamış doktora tezi. Ankara Üniversitesi, Ankara.
  • Beech, J. R., & Awaida, M. (1992). Lexical and nonlexical routes: A comparison between normally achieving and poor readers. Journal of Learning Disabilities, 25(3), 196- 206.
  • Bradley, L., & Bryant, P. E. (1983). Categorizing sounds and learning to read: A causal connection. Nature, 301(3), 419-421.
  • Bruck, M. (1988). The word recognition and spelling of dyslexic. Reading Research Quarterly, 23(1), 51-69.
  • Catts, H. W. (1991). Early identification of dyslexia: Evidence from a follow-up study of speech-language impaired children. Annals of Dyslexia, 41, 163-177.
  • Catts, H. W., & Kamhi, A. G. (1999). Causes of Reading Disabilities. In H. W. Catts & A. G. Kamhi (Eds.). Language and reading disabilities (pp. 95-127). Boston: Allyn and Bacon.
  • Chard, D. J., & Kameenui, E. J. (2000). Struggling first-grade readers: The frequency and progress of their reading. The Journal of Special Education, 34(1), 28-38.
  • Cordoso-Martins, C. (2001). The reading abilities of beginning readers of Brazilian Portuguese: Implications for a theory of reading acquasition. Scientific Studies of Reading, 5(4), 289-317.
  • Durgunoğlu, A. Y., & Öney, B. (1999). A cross-linguistic comparison of phonological awareness and word recognation. Reading and Writing: An Interdisciplinary Journal, 11, 281-299.
  • Ehri, L. C. (1987). Learning to read and spell words. Journal of Reading Behavior, 19(1), 5-31.
  • Ehri, L. C. (2005). Learning to read words: Theory, findings, and issues. Scientific Studies of Reading, 9(2), 167-188.
  • Ehri, L. C., & McCormick, S. (1998). Phases of word learning: Implications for instruction with delayed and disabled readers. Reading & Writing Quarterly, 14(2), 135-164.
  • Ehri, L. C., & Wilce, L. S. (1983). Development of word identification speed in skilled and less skilled beginning readers. Journal of Educational Psychology, 75(1), 3-18.
  • Felton, R. H., & Pepper, P. A. (1995). Early identification and intervention of phonological deficits in kindergarten and early elementary children at risk for reading disability. School Psychology Review, 24(3), 405-414.
  • Freebody, P., & Byrne, B. (1988). Word-reading strategies in elementary school children: Relations to comprehension, reading time, phonemic awareness. Reading Research Quarterly, 23(4), 441-453.
  • Frith, U. (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: Lawrence Erlbaum Associates.
  • Frith, U. (1986). A developmental framework for developmental dyslexia. Annals of Dyslexia: An Interdisciplinary Journal of The Orton Dyslexia Society, 36, 69-81.
  • Frith, U., Wimmer, H., & Landerl, K. (1998). Differences in phonological recoding in German and English Speaking children. Scientific Studies of Reading, 2(1), 31-54.
  • Gottardo, A., Chiappe, P., Siegel, L. S., & Stanovich, K. E. (1999). Patterns of word and nonword processing in skilled and less-skilled readers. Reading and Writing: An Interdisciplinary Journal, 11, 465-487.
  • Jiménez Gonzáles, J. E. (1997). A reading-level match study of phonemic processes underlying reading disabilities in a transparent orthography. Reading and Writing: An Interdisciplinary Journal, 9, 23-40.
  • Jiménez Gonzáles, J. E., & Valle, I. H. (2000). Word identification and reading disorders in the Spanish language. Journal of Learning Disabilities, 33(1), 44-60.
  • Jorm, A. F. Share, D. L. Maclean, R., & Matthews, R. G. (1984). Phonological recoding skills and learning to read: A longitudinal study. Applied Psycholinguistics, 5, 201-207.
  • Kamhi, A. G., & Catts, H. W. (1999). Reading development. In H. W. Catts & A. G. Kamhi (Eds.). Language and reading disabilities (pp. 25-49). Boston: Allyn and Bacon.
  • Landerl, K., Wimmer, H., & Frith, U. (1997). The impact of orthographic consistency on dyslexia: A German-English comparison. Cognition, 63, 315-334.
  • Manis, F. R. (1985). Acquisition of word identification skills in normal and disabled readers. Journal of Educational Psychology, 77(1), 78-90.
  • Manrique, A. M. B., & Signorini, A. (1994). Phonological awareness, spelling and reading abilities in Spanish- speaking children. British Journal of Educational Psychology, 64, 429-439.
  • M. E. B. (2005). İlköğretim Türkçe dersi (1.-5. Sınıflar) öğretim programı ve kılavuzu. Müdürlüğü Basımevi.
  • Öney, B., & Durgunoğlu, A.Y. (1997). Beginning to read in Turkish: A phonologically transparent orthography. Applied Psycholinguistics, 18, 1-15.
  • Öney, B., & Goldman, S.R. (1984). Decoding and comprehension skills in Turkish and English: Effects of the regularity of grapheme-phoneme correspondences. Journal of Educational Psychology, 76(4), 557-568.
  • Porpodas, C. D. (1999). Patterns of phonological and memory processing in beginning readers and spellers of Greek. Journal of Learning Disabilities, 32(5), 406-416.
  • Rack, J. P., Snowling, M. J., & Olson, R. K. (1992). The nonword reading deficit in dyslexia: A review. Reading Research Quarterly, 27(1), 29-53. developmental
  • Share, D. L., & Stanovich, K. E. (1995). Cognitive processes in early reading development: Accommodating individual differences into a model of acquisition. Issues in Education, 1(1), 1-57.
  • Siegel, L. S. (1993). Phonological processing deficits as the basis of a reading disability. Developmental Review, 13, 246-257.
  • Siegler, R. S. (1991). Children’ s thinking. New Jersey: Prentice Hall.
  • Signorini, A. (1997). Word reading in Spanish: A comparison between skilled and less skilled beginning readers. Applied Psycholinguistics, 18, 319-344.
  • Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21(4), 360-470.
  • Stanovich, K. E., Cunningham, A. E., & Cramer, B. B. (1984). Assessing phonological awareness in kindergarten children: Issues of task comparability. Journal of Experimental Child Psychology, 38, 175-190.
  • Wagner, R. K., & Torgesen, J. K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101(2), 192-212.
  • Wimmer, H. (1993). Characteristics of developmental dyslexia in a regular writing system. Applied Psycholinguistics, 14, 1-33.
  • Wimmer, H. (1996a). The early manifestation of developmental dyslexia: Evidence from German Children. Reading and Writing: An Interdisciplinary Journal, 8, 171-188.
  • Wimmer, H. (1996b). The nonword reading deficit in developmental dyslexia: Evidence from children learning to read German. Journal of Experimental Child Psychology, 61, 80-90.
  • Wimmer, H., & Goswami, U. (1994). The influence of orthographic consistency in reading development: Word recognition in English and German children. Cognition, 51, 91-103.
  • Wimmer, H., & Hummer, P. (1990). How German-speaking first graders read and spell: Doubts on the importance of the logographic stage. Applied Psycholinguistics, 11, 349-368

Okuma Güçlüğü Olan Çocukların Sözcük Okuma Becerileri

Yıl 2006, Cilt: 7 Sayı: 01, 29 - 36, 01.02.2006
https://doi.org/10.1501/Ozlegt_0000000097

Öz

Bu derlemede, sözcük okuma gelişimi ve stratejileri betimlenmiş ve alfabetik/sesbilgisel okumanın okuma gelişimindeki önemi açıklanmıştır. Ayrıca, okuma güçlüğü olan çocukların sözcük okuma becerilerinden, sesbilgisel işlem becerileri ile okuma güçlüğü ilişkisinden söz edilmiştir. Son olarak, şeffaf yazımlarda, okuma güçlüğü olan çocuklar için kullanılan okuma öğretim yönteminin etkileri tartışılmıştır

Kaynakça

  • Aaron, P. G., Joshi, R. M., Ayotollah, M., Ellsberry, A., Henderson, J., & Lindsey, K. (1999). Decoding and sight- word naming: Are they independent components of word recognition skill? Reading and Writing: An Interdisciplinary Journal, 11(2), 89-127.
  • Backman, J., Bruck, M., Hebert, M., & Seidenberg, M. S. (1984). Journal of Experimental Child Psychology, 38, 114-133.
  • Badian, N. A., McAnulty, G. B., & Duffy, F. H. (1990). Prediction of dyslexia in kindergarten boys. Annals of Dyslexia, 40, 152-169.
  • Baydık (2002). Okuma güçlüğü olan ve olmayan çocukların sözcük okuma becerilerinin karşılaştırılması. Yayınlanmamış doktora tezi. Ankara Üniversitesi, Ankara.
  • Beech, J. R., & Awaida, M. (1992). Lexical and nonlexical routes: A comparison between normally achieving and poor readers. Journal of Learning Disabilities, 25(3), 196- 206.
  • Bradley, L., & Bryant, P. E. (1983). Categorizing sounds and learning to read: A causal connection. Nature, 301(3), 419-421.
  • Bruck, M. (1988). The word recognition and spelling of dyslexic. Reading Research Quarterly, 23(1), 51-69.
  • Catts, H. W. (1991). Early identification of dyslexia: Evidence from a follow-up study of speech-language impaired children. Annals of Dyslexia, 41, 163-177.
  • Catts, H. W., & Kamhi, A. G. (1999). Causes of Reading Disabilities. In H. W. Catts & A. G. Kamhi (Eds.). Language and reading disabilities (pp. 95-127). Boston: Allyn and Bacon.
  • Chard, D. J., & Kameenui, E. J. (2000). Struggling first-grade readers: The frequency and progress of their reading. The Journal of Special Education, 34(1), 28-38.
  • Cordoso-Martins, C. (2001). The reading abilities of beginning readers of Brazilian Portuguese: Implications for a theory of reading acquasition. Scientific Studies of Reading, 5(4), 289-317.
  • Durgunoğlu, A. Y., & Öney, B. (1999). A cross-linguistic comparison of phonological awareness and word recognation. Reading and Writing: An Interdisciplinary Journal, 11, 281-299.
  • Ehri, L. C. (1987). Learning to read and spell words. Journal of Reading Behavior, 19(1), 5-31.
  • Ehri, L. C. (2005). Learning to read words: Theory, findings, and issues. Scientific Studies of Reading, 9(2), 167-188.
  • Ehri, L. C., & McCormick, S. (1998). Phases of word learning: Implications for instruction with delayed and disabled readers. Reading & Writing Quarterly, 14(2), 135-164.
  • Ehri, L. C., & Wilce, L. S. (1983). Development of word identification speed in skilled and less skilled beginning readers. Journal of Educational Psychology, 75(1), 3-18.
  • Felton, R. H., & Pepper, P. A. (1995). Early identification and intervention of phonological deficits in kindergarten and early elementary children at risk for reading disability. School Psychology Review, 24(3), 405-414.
  • Freebody, P., & Byrne, B. (1988). Word-reading strategies in elementary school children: Relations to comprehension, reading time, phonemic awareness. Reading Research Quarterly, 23(4), 441-453.
  • Frith, U. (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: Lawrence Erlbaum Associates.
  • Frith, U. (1986). A developmental framework for developmental dyslexia. Annals of Dyslexia: An Interdisciplinary Journal of The Orton Dyslexia Society, 36, 69-81.
  • Frith, U., Wimmer, H., & Landerl, K. (1998). Differences in phonological recoding in German and English Speaking children. Scientific Studies of Reading, 2(1), 31-54.
  • Gottardo, A., Chiappe, P., Siegel, L. S., & Stanovich, K. E. (1999). Patterns of word and nonword processing in skilled and less-skilled readers. Reading and Writing: An Interdisciplinary Journal, 11, 465-487.
  • Jiménez Gonzáles, J. E. (1997). A reading-level match study of phonemic processes underlying reading disabilities in a transparent orthography. Reading and Writing: An Interdisciplinary Journal, 9, 23-40.
  • Jiménez Gonzáles, J. E., & Valle, I. H. (2000). Word identification and reading disorders in the Spanish language. Journal of Learning Disabilities, 33(1), 44-60.
  • Jorm, A. F. Share, D. L. Maclean, R., & Matthews, R. G. (1984). Phonological recoding skills and learning to read: A longitudinal study. Applied Psycholinguistics, 5, 201-207.
  • Kamhi, A. G., & Catts, H. W. (1999). Reading development. In H. W. Catts & A. G. Kamhi (Eds.). Language and reading disabilities (pp. 25-49). Boston: Allyn and Bacon.
  • Landerl, K., Wimmer, H., & Frith, U. (1997). The impact of orthographic consistency on dyslexia: A German-English comparison. Cognition, 63, 315-334.
  • Manis, F. R. (1985). Acquisition of word identification skills in normal and disabled readers. Journal of Educational Psychology, 77(1), 78-90.
  • Manrique, A. M. B., & Signorini, A. (1994). Phonological awareness, spelling and reading abilities in Spanish- speaking children. British Journal of Educational Psychology, 64, 429-439.
  • M. E. B. (2005). İlköğretim Türkçe dersi (1.-5. Sınıflar) öğretim programı ve kılavuzu. Müdürlüğü Basımevi.
  • Öney, B., & Durgunoğlu, A.Y. (1997). Beginning to read in Turkish: A phonologically transparent orthography. Applied Psycholinguistics, 18, 1-15.
  • Öney, B., & Goldman, S.R. (1984). Decoding and comprehension skills in Turkish and English: Effects of the regularity of grapheme-phoneme correspondences. Journal of Educational Psychology, 76(4), 557-568.
  • Porpodas, C. D. (1999). Patterns of phonological and memory processing in beginning readers and spellers of Greek. Journal of Learning Disabilities, 32(5), 406-416.
  • Rack, J. P., Snowling, M. J., & Olson, R. K. (1992). The nonword reading deficit in dyslexia: A review. Reading Research Quarterly, 27(1), 29-53. developmental
  • Share, D. L., & Stanovich, K. E. (1995). Cognitive processes in early reading development: Accommodating individual differences into a model of acquisition. Issues in Education, 1(1), 1-57.
  • Siegel, L. S. (1993). Phonological processing deficits as the basis of a reading disability. Developmental Review, 13, 246-257.
  • Siegler, R. S. (1991). Children’ s thinking. New Jersey: Prentice Hall.
  • Signorini, A. (1997). Word reading in Spanish: A comparison between skilled and less skilled beginning readers. Applied Psycholinguistics, 18, 319-344.
  • Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21(4), 360-470.
  • Stanovich, K. E., Cunningham, A. E., & Cramer, B. B. (1984). Assessing phonological awareness in kindergarten children: Issues of task comparability. Journal of Experimental Child Psychology, 38, 175-190.
  • Wagner, R. K., & Torgesen, J. K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101(2), 192-212.
  • Wimmer, H. (1993). Characteristics of developmental dyslexia in a regular writing system. Applied Psycholinguistics, 14, 1-33.
  • Wimmer, H. (1996a). The early manifestation of developmental dyslexia: Evidence from German Children. Reading and Writing: An Interdisciplinary Journal, 8, 171-188.
  • Wimmer, H. (1996b). The nonword reading deficit in developmental dyslexia: Evidence from children learning to read German. Journal of Experimental Child Psychology, 61, 80-90.
  • Wimmer, H., & Goswami, U. (1994). The influence of orthographic consistency in reading development: Word recognition in English and German children. Cognition, 51, 91-103.
  • Wimmer, H., & Hummer, P. (1990). How German-speaking first graders read and spell: Doubts on the importance of the logographic stage. Applied Psycholinguistics, 11, 349-368
Toplam 46 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Berrin Baydık Bu kişi benim

Yayımlanma Tarihi 1 Şubat 2006
Yayımlandığı Sayı Yıl 2006 Cilt: 7 Sayı: 01

Kaynak Göster

APA Baydık, B. (2006). Okuma Güçlüğü Olan Çocukların Sözcük Okuma Becerileri. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 7(01), 29-36. https://doi.org/10.1501/Ozlegt_0000000097




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