BibTex RIS Kaynak Göster

Hikâye Edici Metinlerin Çözümlenmesinde Hikâyenin Yüzü Stratejisinin Kullanımı

Yıl 2006, Sayı: 20, 229 - 241, 01.03.2006

Öz

Kaynakça

  • AKYOL, Hayati (1999). Hikâye Haritası Yöntemiyle Metin Öğretimi. Millî Eğitim Dergisi. Sayı: 142, ss.55-57.
  • ALVERMANN, Donna E. and PHELPS, Stephen F. (2005). Content Reading and Literacy. USA: Ally and Bacon Fourth Edition.
  • BAKKEN, Jeffrey P. and WHEDON, Craig K. (2002). Teaching Text Structure to Improve Reading Comprehension. Intervention in School and Clinic, 37(4), 229-233.
  • BROER, N.A. & AARNOUSTSE, C.A.J. & KIEVIET, F.K. and LEEUWE, J.F.J. Van. (2002). The Effect of Instructing the Structural Aspect of Text. Educationals Studies, 28(3), 213-238.
  • CIARDIELLO, A. Vincent. (2002). Helping Adolescents Understand Cause/Effect Text Structure in Social Studies. The Social Studies. 31-36.
  • COTE’, Nathalie and GOLDMAN, Susan R. & SAUL, Elizabeth U. (1998). Students Making Sense of Informational Text: Relations Between Processing and Representation. Discourse Processes, 25(1), 1-53.
  • DICKSON, Shirley V. & SIMMONS, Deborah C. and KAMEENUI, Edward J.(1995). Text Organization: Cirricular and Instructional Implications for Diverse Learners. Technical Report No.18, National Center to Improve the Tools of Educators, University of Oregon., 1-26.
  • DIMINO, Joseph & GERSTEN, Russell & CARNINE, Douglas and BLAKE, Geneva (1990). Story Gramer: An Approach for Promoting At-Risk Secondary Students Comprehension of Literature. The Elementary School Journal, 91(1), 19-32.
  • DOĞAN, Birsen (2002). Strateji Öğretiminin İşbirlikli ve Geleneksel Sınıflarda Okuduğunu Anlama Becerileri, Güdü ve Hatırda Tutma Üzerindeki Etkileri, (Yayımlanmamış Doktora Tezi). Dokuz Eylül Üniversitesi, Eğitim Bilimleri Enstitüsü: İzmir.
  • FORDHAM, Nancy W. & WELLMAN, Debra and SANDMANN, Alexa. (2002). Taming the Text: Engaging and Supporting in Students Social Studies Readings. The Social Studies. July/August. 151-158.
  • GARDILL, M. Cathleen and JITENDRA, Asha K. (1999). Advanced Story Map Instruction: Effects on the Reading Comprehension of Students with Learning Disabilities. The Journal of Special Education. 33(1), 2-17
  • GARNER, Joanna K. and BOCHNA, Cynthia R. (2004). Transfer of a Listening Comprehension Strategy to Independent Reading in First-Grade Students. Early Childhood Education Journal, 32(2), 69-74.
  • GUASTELLO, E. Francine & BEASLEY, T. Mark and SINATRA, Richard C. (2000). Concept Mapping Effects on Science Content Comprehension of Low-Achieving Inner-City Seventh Graders. Remedial and Special Education, 21(6), 356-365.
  • HORIBA, Yukie (2000). Reader Control in Reading: Effects of Language Competence, Text Type, and Task, Discourse Processes, 29(3), 223-267.
  • JOHNSON, Andrew. P. (1998). “What Exactly are Comprehension Skills and How Do I Teach Them”. Reading. July, 22-26.
  • KÜÇÜKAHMET, Leyla. (1997). Eğitim Programları ve Öğretim. Gazi Kitabevi. Ankara.
  • MOSS, Barbara. (2004). Teaching Expository Text Structures through Information Trade Book Retellings. The Reading Teacher, 57(8), 710-717.
  • SÂENZ, M. Laura & FUCHS, Lynn S.(2002). Examining the Reading Difficulty of Secondary Students with Learning Disabilities.(Expository Versus Narrative Text). Remedial and Special Education, 23 (1), 31-41.
  • SPEAKER, Kathryne & TAYLOR, Deborah and, KAMEN, Ruth. (2004). Storytelling: Enhancing Language Acquisition in Young Children. Education, 125(1), 3-14.
  • SMITH, Carl B. and ELLIOT, Peggy G. (1986). Reading Activities for Middle and Secondary Schools: A Handbook for Teachers. New York: Teachers College Press.
  • STAAL, Laura A.(2000). The Story Face: An Adaptation of Story Mapping that Incorporates Visualization and Discovery Learning to Enhance Reading and Writing. The Reading Teacher, 54(1), 26-31.
  • ŞAHİN, Tuğba Yanpar. (2004). Öğretim Materyal ve Teknolojileri, Hayat Bilgisi ve Sosyal Bilgiler Öğretimi, (Edit: Cemil Öztürk- Dursun Dilek). PegemA Yayıncılık. Ankara.
  • WILLIAMS, Joanna P.(2005). Instruction in Reading Comprehension for Primary-Grade Students: A Focus on Text Structure. The Journal of Special Education, 39(1), 6-18.
  • WILLIAMS, Joanna P. & HALL, Kendra M. and LAUER, Kristen D. (2004). Teaching Expository Text Structure to Young At-Risk Learners: Building the Basics of Comprehension Instruction. Exceptionality, 12(3), 129-144.
  • WILLSON, Victor L. and RUPLEY, William H. (1997). “A Structural Equation Model for Reading Comprehension Based on Background, Phonemic, and Strategy Knowledge”. Scientific Studies of Reading, 1(1), 45-63.

HİKÂYE EDİCİ METİNLERİN ÇÖZÜMLENMESİNDE HİKÂYENİN YÜZÜ STRATEJİSİNİN KULLANIMI

Yıl 2006, Sayı: 20, 229 - 241, 01.03.2006

Öz

Eğitimsel faaliyetler sırasında pek çok materyalden yararlanılmaktadır. Yapılan araştırmalar bu materyaller içerisinde en çok kullanılan türün yazılı materyaller içerisinde yer alan yazılı metinler olduğu gerçeğini göz önüne sermektedir. Yazılı metinlerin yapıları genel olarak bilgi verici ve hikâye edici metinler olmak üzere iki gruba ayrılmaktadır. Eğitimsel faaliyetlerde, çoğunlukla yazılı materyallerde verilen bilişsel düzeydeki kazanımlar, bilgi verici metinler aracılığıyla; değer, tutum gibi duyuşsal alanla ilgili diğer kazanımlar ise hikâye edici metin yapıları kullanılarak öğrencilere aktarılmaya çalışılır. Stratejiler, metnin işlenişi sırasında okuyucuya nasıl bir yol izlemesi gerektiğini göstermeye yararlar. Metnin yapısı okuma sürecinde izlenecek olan stratejinin belirlenmesinde temel değişken olarak karşımıza çıkmaktadır. Hikâyenin yüzü stratejisi, hikâye edici metinlerin okunuşu sırasında metin çözümlemesine yardımcı olmak amacıyla kullanılan bir stratejidir. Bu stratejide kullanılan şablon insan yüzünün ögelerinden oluşmaktadır

Kaynakça

  • AKYOL, Hayati (1999). Hikâye Haritası Yöntemiyle Metin Öğretimi. Millî Eğitim Dergisi. Sayı: 142, ss.55-57.
  • ALVERMANN, Donna E. and PHELPS, Stephen F. (2005). Content Reading and Literacy. USA: Ally and Bacon Fourth Edition.
  • BAKKEN, Jeffrey P. and WHEDON, Craig K. (2002). Teaching Text Structure to Improve Reading Comprehension. Intervention in School and Clinic, 37(4), 229-233.
  • BROER, N.A. & AARNOUSTSE, C.A.J. & KIEVIET, F.K. and LEEUWE, J.F.J. Van. (2002). The Effect of Instructing the Structural Aspect of Text. Educationals Studies, 28(3), 213-238.
  • CIARDIELLO, A. Vincent. (2002). Helping Adolescents Understand Cause/Effect Text Structure in Social Studies. The Social Studies. 31-36.
  • COTE’, Nathalie and GOLDMAN, Susan R. & SAUL, Elizabeth U. (1998). Students Making Sense of Informational Text: Relations Between Processing and Representation. Discourse Processes, 25(1), 1-53.
  • DICKSON, Shirley V. & SIMMONS, Deborah C. and KAMEENUI, Edward J.(1995). Text Organization: Cirricular and Instructional Implications for Diverse Learners. Technical Report No.18, National Center to Improve the Tools of Educators, University of Oregon., 1-26.
  • DIMINO, Joseph & GERSTEN, Russell & CARNINE, Douglas and BLAKE, Geneva (1990). Story Gramer: An Approach for Promoting At-Risk Secondary Students Comprehension of Literature. The Elementary School Journal, 91(1), 19-32.
  • DOĞAN, Birsen (2002). Strateji Öğretiminin İşbirlikli ve Geleneksel Sınıflarda Okuduğunu Anlama Becerileri, Güdü ve Hatırda Tutma Üzerindeki Etkileri, (Yayımlanmamış Doktora Tezi). Dokuz Eylül Üniversitesi, Eğitim Bilimleri Enstitüsü: İzmir.
  • FORDHAM, Nancy W. & WELLMAN, Debra and SANDMANN, Alexa. (2002). Taming the Text: Engaging and Supporting in Students Social Studies Readings. The Social Studies. July/August. 151-158.
  • GARDILL, M. Cathleen and JITENDRA, Asha K. (1999). Advanced Story Map Instruction: Effects on the Reading Comprehension of Students with Learning Disabilities. The Journal of Special Education. 33(1), 2-17
  • GARNER, Joanna K. and BOCHNA, Cynthia R. (2004). Transfer of a Listening Comprehension Strategy to Independent Reading in First-Grade Students. Early Childhood Education Journal, 32(2), 69-74.
  • GUASTELLO, E. Francine & BEASLEY, T. Mark and SINATRA, Richard C. (2000). Concept Mapping Effects on Science Content Comprehension of Low-Achieving Inner-City Seventh Graders. Remedial and Special Education, 21(6), 356-365.
  • HORIBA, Yukie (2000). Reader Control in Reading: Effects of Language Competence, Text Type, and Task, Discourse Processes, 29(3), 223-267.
  • JOHNSON, Andrew. P. (1998). “What Exactly are Comprehension Skills and How Do I Teach Them”. Reading. July, 22-26.
  • KÜÇÜKAHMET, Leyla. (1997). Eğitim Programları ve Öğretim. Gazi Kitabevi. Ankara.
  • MOSS, Barbara. (2004). Teaching Expository Text Structures through Information Trade Book Retellings. The Reading Teacher, 57(8), 710-717.
  • SÂENZ, M. Laura & FUCHS, Lynn S.(2002). Examining the Reading Difficulty of Secondary Students with Learning Disabilities.(Expository Versus Narrative Text). Remedial and Special Education, 23 (1), 31-41.
  • SPEAKER, Kathryne & TAYLOR, Deborah and, KAMEN, Ruth. (2004). Storytelling: Enhancing Language Acquisition in Young Children. Education, 125(1), 3-14.
  • SMITH, Carl B. and ELLIOT, Peggy G. (1986). Reading Activities for Middle and Secondary Schools: A Handbook for Teachers. New York: Teachers College Press.
  • STAAL, Laura A.(2000). The Story Face: An Adaptation of Story Mapping that Incorporates Visualization and Discovery Learning to Enhance Reading and Writing. The Reading Teacher, 54(1), 26-31.
  • ŞAHİN, Tuğba Yanpar. (2004). Öğretim Materyal ve Teknolojileri, Hayat Bilgisi ve Sosyal Bilgiler Öğretimi, (Edit: Cemil Öztürk- Dursun Dilek). PegemA Yayıncılık. Ankara.
  • WILLIAMS, Joanna P.(2005). Instruction in Reading Comprehension for Primary-Grade Students: A Focus on Text Structure. The Journal of Special Education, 39(1), 6-18.
  • WILLIAMS, Joanna P. & HALL, Kendra M. and LAUER, Kristen D. (2004). Teaching Expository Text Structure to Young At-Risk Learners: Building the Basics of Comprehension Instruction. Exceptionality, 12(3), 129-144.
  • WILLSON, Victor L. and RUPLEY, William H. (1997). “A Structural Equation Model for Reading Comprehension Based on Background, Phonemic, and Strategy Knowledge”. Scientific Studies of Reading, 1(1), 45-63.
Toplam 25 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Dr. Kubilay Yazıcı Bu kişi benim

Yayımlanma Tarihi 1 Mart 2006
Gönderilme Tarihi 31 Ekim 2014
Yayımlandığı Sayı Yıl 2006 Sayı: 20

Kaynak Göster

MLA Yazıcı, Dr. Kubilay. “HİKÂYE EDİCİ METİNLERİN ÇÖZÜMLENMESİNDE HİKÂYENİN YÜZÜ STRATEJİSİNİN KULLANIMI”. Türklük Bilimi Araştırmaları, sy. 20, 2006, ss. 229-41.