Book Review: Teaching Reading Comprehension to Students with Learning Difficulties

Öz

Bu çalışmada, öğrenme güçlüğü yaşayan öğrencilere okuduğunu anlama becerisinin bilişsel strateji öğretimi, üstbilişsel farkındalık ve kanıt temelli uygulamalar temelinde kazandırılmasına odaklanan ‘’Öğrenme Güçlüğü Olan Öğrencilere Okuduğunu Anlamanın Öğretimi (Teaching Reading Comprehension to Students with Learning Difficulties)’’ isimli kitabın incelenmesi amaçlanmaktadır. Söz konusu kitap “What Works for Special Needs Learners” dizisi kapsamında yayımlanmış olmakla birlikte, temel amacı özel gereksinimli öğrenciler için bilimsel kanıta dayalı öğretim yaklaşımlarını tanıtmaktır. Kitabın basım yılı 2007’dir. Kitap toplam 178 sayfadan oluşmaktadır. Kitap okuduğunu anlama sürecini sadece dilsel değil, aynı zamanda bilişsel, sosyal ve öğretimsel bir süreç olarak ele almakta, böylece çok bileşenli bir öğretim modelini desteklemektedir. Kitabın önsözünde yazarlar kitabın amacını öğretmenlerin günlük uygulamalarda yaşadıkları güçlüklerden yola çıkarak şu şekilde açıklamışlardır: Tüm öğrencilerde okuduğunu anlamayı geliştirmek, öğrenme güçlüğü yaşayan öğrencilere ek destek sunmak, genel eğitim sınıflarında kapsayıcı öğretim uygulamalarını teşvik etmek. Bu doğrultuda kitap 6 ana bölüme ayrılmıştır.

Anahtar Kelimeler

• special education
• learning disability
• reading comprehension

Kitap İncelemesi: Öğrenme Güçlüğü Olan Öğrencilere Okuduğunu Anlamanın Öğretimi

Öz

This study aims to review the book Teaching Reading Comprehension to Students with Learning Difficulties, which focuses on developing reading comprehension skills in students with learning difficulties through cognitive strategy instruction, metacognitive awareness, and evidence-based practices. The book was published as part of the What Works for Special Needs Learners series, whose primary purpose is to introduce scientifically grounded, evidence-based instructional approaches for students with special needs. The book was published in 2007 and consists of 178 pages. The book conceptualizes reading comprehension not only as a linguistic process but also as a cognitive, social, and instructional one, thereby supporting a multicomponent instructional model. In the preface, the authors explain the purpose of the book by drawing on the challenges teachers encounter in everyday practice, emphasizing three main goals: improving reading comprehension for all students, providing additional support for students with learning difficulties, and promoting inclusive instructional practices in general education classrooms. In line with these aims, the book is organized into six main sections.

Anahtar Kelimeler

• özel eğitim
• öğrenme güçlüğü
• okuduğunu anlama

Kaynakça

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6. Leu, D. J., Cacopardo, H. E., Zawilinski, L., Mcverry, G., & O’byrne, I. (2011). The new literacies of online reading comprehension. New England Reading Association Journal, 43(1), 1-7.
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9. National Institute of Child Health and Human Development (NICHD). (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scien tific research literature on reading and its implications for reading instruction: Reports of the sub-groups. https://www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/Documents/report.pdf
10. Pearson, P. D., & Dole, J. A. (1987). Explicit comprehension instruction: A review of research and a new conceptualization of instruction. Elementary School Journal, 88, 151–165.
11. RAND Reading Study Group. (2002). Reading for understanding: Toward an R&D program in reading comprehension. RAND Corporation. 21 Kasım 2021 tarihinde erişilmiştir: https://www.rand.org/pubs/monograph_reports/MR1465.html
12. Wineburg, S., & McGrew, S. (2017). Lateral Reading: Reading Less and Learning More When Evaluating Digital Information (Working Paper 2017-A1). Stanford History Education Group. https://www.hendrix.edu/uploadedFiles/Academics/Faculty_Resources/Teaching_and_Learning/EvaluatingDigitalInformation.pdf?utm_source=chatgpt.com