BOŞLUK TAMAMLAMA TESTİNİN OKUMA DÜZEYİNİ VE OKUNABİLİRLİĞİ ÖLÇMEDE KULLANILMASI

Yıl 2009, Cilt: 7 Sayı: 1, 105 - 126, 01.03.2009

Mustafa Ulusoy

Öz

Bu araştırmada boşluk tamamlama testi kullanılarak altı, yedi ve sekizinci sınıf öğrencilerinin Sosyal
Bilgiler ve Fen Bilgisi ders kitaplarından seçilen metinler üzerindeki okuma seviyelerinin belirlenmesi
amaçlanmıştır. Her beşinci kelime silinerek oluşturulan boşluk tamamlama testleri Ankara-ili
Yenimahalle-ilçesinden seçilen ilköğretim okulu öğrencileri üzerinde uygulanmıştır. Uygulama sonucu,
bu testin öğrenciler için zor olduğunu ve onların okuma düzeylerini ayrıştırmada başarısız olduğunu
göstermiştir. Her altıncı kelimenin silinmesi şeklinde oluşturulan boşluk tamamlama testleri altıncı sınıf
sosyal bilgiler ve sekizinci sınıf fen bilgisi öğrencileri üzerinde bir kez daha test edilmiş ve sonuçlar bu
testin öğrencilerin okuma düzeylerini ayrıştırmada başarılı olduğunu göstermiştir. Toplamda 237 öğrenci
boşluk tamamlama testlerini cevaplamıştır. Analiz sonuçları, öğrencilerin yarıdan fazlasının metinleri
öğretim düzeyinde okuyabildiklerini yani metinleri okuyup anlayabilmek için öğretmenlerinin yardımına
ihtiyaçları olduğunu göstermiştir. Anlamsız kelimelerle verilen cevapların ve boş bırakılan soruların
yüzdesinin yüksek olması, öğrencilerin soruların doğru cevabını bulmak için cümlelerden elde
edebilecekleri dil ipuçlarını kullanmadıklarını ve metinlerden anlam çıkarmada sorunlarla
karşılaştıklarını göstermektedir.

Anahtar Kelimeler

Türkçe, boşluk tamamlama testi, okunabilirlik, okuma düzeyleri

USING CLOZE TEST TO MEASURE STUDENTS’ READING LEVELS AND READABILITY OF TEXTS

Öz

The purpose of this study is to determine students’ reading levels by using cloze test on selected social
studies and science texts at the sixth, seventh, and eighth grades. Every fifth word deletion version of
cloze test passages were conducted on elementary school students selected from district of Yenimahalle,
Ankara. The results showed that this version of cloze tests was very difficult for the students and this
version could not differentiated students’ reading abilities. Due to this reason, every sixth word deletion
version of cloze tests was applied in sixth grade social studies and eighth grade science courses. As this
result showed that the sixth word deletion version of cloze tests successfully differentiated students’
reading abilities, it was decided to use this version to evaluate students’ reading abilities and
readabilities of selected texts. Totally, 237 students filled out the tests. The results showed that more than
half of the students read the selected passages at their instructional level, which meant that they needed
their teachers’ help to be able to read and comprehend the texts. The high percentage of nonsense words
and blank answers indicated that students did not use language cues and had problems gaining meaning
from the passages.

Anahtar Kelimeler

Turkish, cloze test, readability, reading levels

Kaynakça

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