Zayıf Okuyucuların Okuduğunu Anlama Becerilerinin Geliştirilmesinde Ana Fikir Belirleme Becerisinin Öğretimi

Yıl 2018, Cilt: 19 Sayı: 2, 303 - 334, 03.02.2018

Ilhan Ilter

https://doi.org/10.21565/ozelegitimdergisi.315887

Cited By: 12

Öz

Bu çalışmada, okuduğunu
anlama becerilerinin gelişimi için ana fikir belirleme becerisi ile ilgili
verilen doğrudan öğretimin okuduğunu anlamada güçlük çeken üç dördüncü sınıf
öğrencisi üzerindeki etkileri incelenmiştir. Araştırmada, yoklama evreli denekler
arası çoklu yoklama deseni kullanılmış ve elde edilen veriler grafiksel analiz yoluyla
analiz edilmiştir. Katılımcıların öğretim
oturumlarında ve toplu yoklamalarda okuduğunu anlama performansı öyküleyici
metinlerden oluşan kısa cevaplı sorular aracılığıyla değerlendirilmiştir. Ana
fikir ve ayrıntı belirleme becerilerinin kalıcılığı ise öğretim uygulaması
sonunda üçüncü ve beşinci haftalarda incelenmiştir. Ayrıca çalışmada, uygulanan
programın etkilerinin niteliksel boyutlarını değerlendirmek amacıyla sosyal
geçerlik verilerine yer verilmiştir. Araştırma bulguları, ana fikir belirleme
becerisi üzerine yapılan öğretimin ana fikir ve ayrıntıları belirleme
becerilerini öğrenme ve öğrenilen becerilerin kalıcılığını sürdürme konusunda
her üç katılımcıya katkı sağladığını ve başlama düzeyi evresine kıyasla daha
yüksek düzeyde bir okuduğunu anlama performansı elde edildiğini göstermiştir.
Tüm sonuçlar, okuduğunu anlama becerilerinin geliştirilmesinde doğrudan öğretim
modeli kullanılarak yapılan ana fikir belirleme becerisi öğretiminin katılımcı
öğrenciler için etkili bir yöntem olduğunu göstermiştir.

Anahtar Kelimeler

Ana fikir, okuduğunu anlama, bilişsel strateji öğretimi

Kaynakça

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