Öğrenme Güçlüğü Olan ve Olmayan Öğrencilerin Sözcük Bilgisi ve Okuduğunu Anlama Becerileri Arasındaki İlişki

Yıl 2020, Cilt: 21 Sayı: 1, 1 - 22, 01.03.2020

Şenay Delimehmet Dada , Cevriye Ergül

https://doi.org/10.21565/ozelegitimdergisi.544840

Cited By: 9

Öz

Bu araştırmada
öğrenme güçlüğü olan ve normal gelişim gösteren öğrencilerin sözcük bilgileri
ve okuduğunu anlama performansları ile bu becerileri arasındaki ilişki düzeyi
incelenmiştir. Çalışma grubunu 30 öğrenme güçlüğü olan ve 30 normal gelişim
gösteren toplam 60 öğrenci oluşturmuştur. Katılımcıların tümü 3. ve 4. sınıfa
devam eden öğrenciler arasından seçilmiştir. Araştırmada ilişkisel tarama
modeli kullanılmıştır. Veriler Türkçe İfade Edici ve Alıcı Dil Testi (TİFALDİ) ve Formel Olmayan Okuma Envanteri (FOOE) kullanılarak toplanmıştır. Analizler sonucunda,
sözcük bilgisi ve okuduğunu anlama becerilerinde öğrenme güçlüğü yaşayan
öğrencilerin normal gelişim gösteren akranlarından anlamlı olarak daha düşük
performans sergiledikleri görülmüştür. Öğrencilerin sözcük bilgileri ve
okuduğunu anlama becerilerindeki ilişki incelendiğinde ise; öğrenme güçlüğü
olan öğrencilerin bu becerileri arasında kısmi olarak anlamlı bir ilişki
bulunurken normal gelişim gösteren öğrenciler için bu beceriler arasında
anlamlı bir ilişki bulunamamıştır. Elde edilen bulgular alanyazın çerçevesinde
tartışılmıştır. 

Anahtar Kelimeler

öğrenme güçlüğü, sözcük bilgisi, okuduğunu anlama

Kaynakça

• Referans1 Akçamete, G., Gürgür, H., & Kış, A. (2003). Kaynaştırma programlarına yerleştirilmiş özel gereksinimli öğrencilerin okuma yazma becerilerine ilişkin öğretmen görüşleri [Teachers' views on literacy skills of students with special needs placed in mainstreaming programs]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 4(2), 39-53.
• Referans2 Akyol, H. (2013). Programa uygun Türkçe öğretim yöntemleri [Turkish teaching methods appropriate to the program]. Ankara: Pegem Akademi.Beck, I., & McKeown, M. (1991). Conditions of vocabulary acquisition. R. Barr, M. L. Kamil, P. Mosenthal, and P. D. Pearson (Eds.), Handbook of reading research (pp. 789-814). New York, NY: Longman.
• Referans3 American Speech-Language-Hearing Association, (1993). Definitions of communication disorders and variations. (Relevant Paper). Retrieved from http://www.asha.org/policy
• Referans4 Baker, S. K., Simmons, D. C., & Kame’enui, E. J. (1998). Vocabulary acquisition: Research bases. D. C. Simmons ve E. J. Kame’enui (Eds.), What reading research tells us about children with diverse learning needs (pp. 183-218). Mahwah, NJ: Lawrence Erlbaum.Referans5 Baumann, J. F., & Kameenui, E. J. (1991). Research on vocabulary instruction: Ode to Voltaire. Handbook of research on teaching the English language arts, 604-632.
• Referans5 Bayat, N., Şekercioğlu, G., & Bakır, S. (2014). Okuduğunu anlama ve fen başarısı arasındaki ilişkinin belirlenmesi [The relationship between reading comprehension and success in science]. Eğitim ve Bilim, 39(176), 457-466.
• Referans6 Baydık, B., & Seckin, Ş. (2012). An examination of reading skills of students with reading difficulties in informative and narrative texts. Paper presented in the İnternational Journal of Arts & Sciences (IJAS) Conference, Florence, Italy.
• Referans7 Berument, S. K., & Güven, A. G. (2013). Turkish Expressive and Receptive Language Test (TIFALDI): 1. Standardization Reliability and Validity Study of the Receptive Vocabulary Sub-Scale. Turkish Journal of Psychiatry, 24,192-201.
• Referans8 Bryant, D. P., Goodwin, M., Bryant, B. R. & Higgins, K. (2003). Vocabulary instruction for students with learning disabilties: A review of the research. Learning Disability Quarterly, 26, 117-128.
• Referans9 Bryant, D. P., Linan-Thompson, S., Ugel, N., Hamff, A., ve Hougen, M. (2001). The effects of professional development for middle school general and special education teachers on implementation of reading strategies in inclusive content area classes. Learning Disability Quarterly, 24, 251–264.
• Referans10 Catts, H. W., Adlof, T. P., & Weismer, S. E. (2006). Language deficits in poor comprehenders: A case for the simple view of reading. Journal of Speech, Language, and Hearing Research, 49, 278–293
• Referans11 Carver, R. P. (2003). The highly lawful relationships among pseudoword decoding, word identification, spelling, listening, and reading. Scientific Studies of Reading, 7(2),127-154.
• Referans12 Ege, P. (2006). Baş makale: Farklı engel gruplarının iletişim özellikleri ve öğretmenlere öneriler [Communication and disability groups: Suggestions to the teachers ]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 7(2),1-23.
• Referans13 Elleman, A. M., Lindo, E. J., Morphy, P., & Compton, D. L. (2009). The impact of vocabulary instruction on passage- level comprehension of school-age children: a meta-analysis. Journal of Research on Educational Effectiveness, 2, 1-44.
• Referans14 Furqon, F. (2013). Correlation between students’ vocabulary mastery and theır readıng comprehensıon. Journal of English and Education, 1(1), 68-80.Fuchs, L. S., Fuchs, D., Hosp, M. K., & Jenkins, J. R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5, 239–256.
• Referans15 Gibbss, D. & Cooper, E. (1989). Prevalence of communication disorders in students with learning disabilities. Journal of Learning Disabilities, 22, 60-63. Gough, P. B. & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7, 6-10.
• Referans16 Gunning, T. G. (2006). Assessing and correcting reading and writing difficulties (Third Edition). Boston: Allyn and Bacon.
• Referans17 Fletcher, J. M., Lyon, G. R., Fuchs, L. S. & Barnes, M. A. (2007). Learning disabilities: From identification to intervention. New York: Guilford Press.
• Referans18 Harwell, M. J., & Jackson, R. W. (2008). The Complete Learning Disabilities Handbook: Ready to Use strategies and Activities for Teaching Student with Referans18 Learning Disabilities (Third Edition). San Francisco: Jossey Boss.
• Referans19 Hay, I., Elias, G., Fielding-Barnsley, R., Homel, R., & Freiberg, K. (2007). Language delays, reading delays and learning difficulties: Interactive elements requiring multidimensional programming. Journal Of Learnıng Disabılıtıes, 40(5), 400–409.
• Referans20 Hirsch, E. D. (2003). Reading comprehension requires knowledge-of words and the world: Scientific insights into the fourth-grade slump and the nation’s stagnant comprehension scores. American Educator, 2, 10- 29.
• Referans21 Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading and writing, 2(2), 127-160.
• Referans22 International Association for the Evaluation of Educational Achievement (2012). PIRLS 2011 International Results in Reading. Retrieved from https://timssandpirls.bc.edu/
• Referans23 Irvin, J. L. (2001). Assisting struggling readers in building vocabulary and background nowledge. Voices from the Middle, 8(4), 37- 43.
• Referans24 Isoaho, P., Kauppila, T., & Launonen, K. (2016). Specific language impairments (SLI) and reading developmente in early school years. Child Language and Teaching Therapy, 32 (2), 147-157.
• Referans25 Jena, S. P. K. (2013). Learning disability: Teory to practice. New Delphy: Sage Publication.
• Referans26 Jenkins, J. R., Pany, D., & Schreck, J. (1978). Vocabulary and reading comprehension: Instructional effects (Tech. Rep. No. 100). Urbana: University of Illinois, Center for the Study of Reading, August 1978. (ERIC Document Reproduction Service No. ED 160 999).
• Referans27 Jitendra, A. K., Edwards, L. L., Sacks, G., & Jacobson, L. A. (2004). What research says about vocabulary instruction for students with learning disabilities. Exceptional Children, 70(3), 299-322.
• Referans28 Jitendra, A. K. & Gajria, K. (2011). Reading comprehension instruction for students with learning disabilities. Focus on expectional children, 43(8), 1-16.
• Referans29 Karasar, N. (2004). Araştırmalarda rapor yazma [ Writing reports in research ]. Ankara: Nobel Dağıtım.
• Referans30 Karasu, H. P., Girgin, Ü. & Uzuner, Y. ( 2013). Formel olmayan okuma envanteri [Informal reading inventory ]. Ankara: Nobel Yayıncılık.
• Referans31 Lerner, J. (2000). Learning disabilities: Theories, diagnosis and teaching strategies. Boston: Houghton Mifflin Company.
• Referans32 Mc Keown, M. G., ve I. L. Beck. (2014). Direct and Rich Vocabulary Instruction. J. F. Baumann ve E. J. Kame’enui (Eds.). In vocabulary instruction (pp. 13-27). New York, NY: The Guildford Press.
• Referans33 Mc Namara, J. K., Scissons, M., & Dahleu, J. (2005). A longitudinal study of early identifications markers for children at-risk of reading disabilities: The Matthew effect and the challenge of overidentification Journal of Learning Disabilities, 38(5), 387-397.
• Referans34 Medo, M. A. & Ryder, R. J. (1993). The effects of vocabulary instruction on readers’ ability to make causal connections. Reading Research and Instruction, 33(2), 119-134.
• Referans35 Milli Eğitim Bakanlığı Ölçme, Değerlendirme ve Sınav Hizmetleri Genel Müdürlüğü (2013). PISA 2012 ulusal ön raporu. Retrieved from http://pisa.meb.gov.tr
• Referans36 Nagy, W. E. (1988). Vocabulary instruction and reading comprehension. National Council of Teachers of English, 1-23.
• Referans37 National Center for Learning Disabilities (2014). The state of learning disabilities (3th ed.). New York, NY: Author
• Referans38 National Joint Committee on Learning Disabilities. (2005). Responsiveness to intervention and learning disabilities. Retrieved from http://www.asha.org/policy/TR2005-00303/%20
• Referans39 National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.
• Referans40 Nation, K., & Snowling, M.J. (1998). Semantic processing and the development of word- recognation skills: Evidence from children with reading comprehension difficulties. Journal of Memory and Lanuage, 39, 85-101.
• Referans41 Nelson, N.W. (2002). Language in cognitive development: Emergence of the mediated mind. United States of America: Cambridge University Press.Paul, R. & Norbury, C.F. ( 2012). Language disorders from infancy through adoloscence: Listening, speaking, reading, writing and communicating. (Fourth Edition). United States: Elsevier-Mosby.
• Referans42 Perfetti, C. A. (2010). Decoding, vocabulary, and comprehension. In M. G. McKeown & L. Kucan, Bringing reading research to life (S. 291–303). New York: Guilford Press.
• Referans43 Rupley, W.H., Logan, J.W., & Nichols, W.D. (2005). Vocabulary instruction for struggling reader. Reading & Writing Quarterly, 21(3), 239–260.
• Referans44 Hougen, M. (2014). Evidence-based reading instruction for adolescents, grades 6-12 (Document No. IC-13). Retrieved from University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center website: http://ceedar.education.ufl.edu/tools/innovation-configurations/
• Referans45 Raitano, N. A., Pennington, B. F., Tunick, R.A., Boada, R. & Shriberg, L. D. (2004). Pre-literacy skills of subgroups of children with speech sound disorders. Journal of Child Psychology and Psychiatry, 45(4), 821-8
• Referans46 Rief, S. F., & Stern, J. (2010). The dyslexia checklist: A practical reference for parents and teachers (Vol. 3). John Wiley & Sons.
• Referans47 Scarborough, H. S., & Parker, J. D. (2003). Matthew effects in children with learning disabilities: Development of reading, IQ, and psychosocial problems from grade 2 to grade 8. Annals of Dyslexia, 53(1), 47-71.
• Referans48 Schoonen, R., Hulstijn, J., & Bossers, B.(1998). Metacognitive and language-specific knowledge in native and foreign language reading comprehension: An empirical study among dutch students in grades 6, 8 and 10. Language Learning 48, 71-106.
• Referans49 Referans45 Song, S., Su, M., Kang, C., Liu, H., Zhang, Y., McBride-Chang, C., Tardif, T., Li, H., Liang, W., Zhang, Zhixiang & Shu, H. (2015). Tracing children's vocabulary development from preschool through the school-age years: An 8-year longitudinal study. Developmental science, 18(1), 119–131.
• Referans50 Stahl, S. A., & Fairbanks, M. M. (1986). The effects of vocabulary instruction: A model-based meta-analysis. Review of educational research, 56(1), 72-110.Referans51 Sun, L. & Wallach, G.P. (2014). Language disorders are learning disabilities: Challenges on the divergent and diverse paths to language learning disability. Topics in Language Disorders, 34(1), 25–38.
• Referans51 Tallal, P. (1999). Experimental Studies of Language Learning Impairment: From Research to Remediation. D.V.M. Bishop and L.B. Leonard (Eds.). Speech and language impairments in children: Causes, characteristics, intervention and outcome. (pp.131-156). London and New York: Psychology Press, Taylor and Francis Group.
• Referans52 Tallal, P., Miller, S. L., Jenkins, W. M., & Merzenich, M. M. (1997). The role of temporal processing in developmental language-based learning disorders: Research and clinical implications. Foundations of reading acquisition and dyslexia: Implications for early intervention, 49-66.
• Referans53 Tannenbaum, K. R., Torgesen, J. K., & Wagner, R. K. (2009). Relationships between word knowledge and reading comprehension in third-grade children. Scientific Studies of Reading, 10(4), 381–398.
• Referans54 Tomblin, J. B., Zhang, X., Backwalter, P. & Catts, H. (2000). The association of reading disability, behavioral disorders, and language impairment among secondgrade children. Journal of Child Psychology and Psychiatry and Allied Disciplines, 41, 473–482.
• Referans55 U.S. Department of Education. (2014). 36th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2014. Washington, D.C.: Office of Special Education and Rehabilitative Services.
• Referans56 Vellutino, F. R., Scanlon, D. M. & Spearing, D. (1995). Semantic and phonological coding in poor and normal readers. Journal of Experimental Child Psychology, 59, 76–123.
• Referans57 Wagner. R. K., & Meros, D. (2010). Vocabulary and reading coprehension: Direct, indirect and reciprocal influences. NIH Public Access, 1, 1-17.
• Referans58 Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child development, 69(3), 848-872.
• Referans59 Williams, J. P. (2005). Instruction in reading comprehension for primary-grade students: A focus on text structure. The Journal of Special Education, 39, 6–18.
• Referans60 Wise, J. C., Sevcik, R. A., Morris, R. D., Lovett, M. W., Wolf, M., Kuhn, M., Meisinger, B. & Schwanenflugel, P. (2010). The Relationship between different measures of oral reading fluency and reading comprehension in second-grade students who evidence different oral reading fluency difficulties. Language, Speech and Hearıng Services in Schools, 41, 340–348.
• Referans61 Zhang, L. J., & Anual, S. B. (2008). The role of vocabulary in reading comprehension: The case of secondary school students learning English in Singapore. Regional Language Centre Journal, 39(1), 51-76.
• Referans62 Zuriff, G.E. (2000). Extra examination time for students with learning disabilities: An Examination of the Maximum Potential Thesis. Applied Measurement in Education, 13 (1), 99-117.