Okuma Sürecinde Dil Temelli Becerilerin Önemi: Dil – Okuma İlişkisine Yönelik Bulgular

Yıl 2019, , 1 - 27, 30.12.2019

Birkan Güldenoğlu , Tevhide Kargın , Hilal Gengeç , Mehmet Gürbüz

https://doi.org/10.37233/TRSPED.2009.0101

Cited By: 4

Öz

Okuma,
tüm çocukların okul yaşantılarının ilk yıllarında kazanmaları beklenen
ve birçok dilsel ve bilişsel becerinin eş zamanlı kullanımını gerektiren
çok karmaşık bir görevdir. Her ne kadar formal okul yaşantısının ilk
yılları ile birlikte gündeme gelse de aslında temelleri erken çocukluk
dönemindeki dil gelişim süreci ile atılmaktadır. Uluslararası alanyazında
son dönemlerde gerçekleştirilen okuma araştırmaları, bizlere okumanın iyi bir
hazırlık dönemi gerektiren dil temelli bir süreç olduğunu ve öncüllerinin erken
çocukluk döneminde sahip olunan temel dil becerilerine dayandığını
göstermektedir. Alanyazında okuma süreci ile yakından ilişkili olduğu
belirtilen dil temelli beceriler ise genellikle beş farklı başlık altında ele
alınmaktadır. Bunlar; (a) sözcük dağarcığı, (b) sesbilgisel farkındalık, (c)
morfolojik farkındalık, (d) sözdizimsel bilgi ve beceriler ve (e) sözel
dili/dinlediğini anlama becerileridir. Yapısı ve içeriği nedeniyle bu
beceriler, okumanın hem çözümleme hem de anlama aşamalarına doğrudan katkı
sunan önemli becerilerdir. Bu öneminden hareketle kurgulanan bu çalışmada ise
alanda çalışan uygulamacılara ve öğretmenlere dil ve okuma arasındaki genel
ilişkilerin fark ettirilmesi ve dil temelli becerilerin okuma sürecindeki
yerinin ve öneminin ayrıntılı olarak açıklanması amaçlanmıştır.

The Importance of Language-Based Skills in the Reading Process: Evidence from the Language–Reading Relationship

Öz

Reading
is a complex task that requires all children to gain in the first years of
school life and require the simultaneous use of many linguistic and cognitive
skills. Although it comes to the agenda with the early years of formal
school life, it is actually the foundation of language development in early
childhood. In recent years, reading research in the international
literature shows us that reading is a language-based process that requires an
adequate preparation period and that its predecessors are based on the basic
language skills of early childhood. Language-based skills, which are closely
related to the reading process, are generally covered under five different
headings. These are; (a) phonological awareness, (b) morphology, (c) syntax,
(d) vocabulary and (e) oral language/listening comprehension skills that
require the synchronous use of these skills. Because of their structure and
content, these tasks are important skills that directly contribute to both the
word decoding and comprehension stages of reading. Based on this importance,
this study aims to distinguish the general relationships between language and
reading and to explain in detail the role and importance of language-based
skills in the reading process.

Anahtar Kelimeler

Okuma, okuduğunu anlama, dil gelişimi, sesbilgisi

Kaynakça

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