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

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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