Anlamayı İzlemeyi Nasıl Değerlendirebiliriz? Anlamayı İzleme Testi

Yıl 2024, Cilt: 17 Sayı: 1, 35 - 46, 30.06.2024

Kasım Yıldırım Seçkin Gök

Öz

Bu çalışmada ilkokul 3. sınıf düzeyinde anlamayı izleme testinin geliştirilmesi amaçlanmıştır. Bu nedenle araştırma bir test geliştirme çalışması olarak desenlenmiş ve yürütülmüştür. Testin geliştirilme sürecinde test maddelerinin yazılması, pilot uygulamalar yapılması, madde analizi, geçerlilik ve güvenirlik çalışmaları işlem basamakları olarak takip edilmiştir. Araştırmanın çalışma grubunu Aydın ili Nazilli ilçesinde bulunan iki devlet okulunun yedi 3. sınıf şubesi (N=204) oluşturmuştur. Çalışmada veri toplama aracı olarak anlamayı izleme testi kullanılmıştır. Bu test, dört tutarlı, beş tutarsız ve 3 eksik bilgi içeren metin olmak üzere toplam 12 metinden (maddeden) oluşmaktadır. Çalışmada elde edilen veriler önce Microsoft Excel programına girilmiştir. Daha sonra veriler IBM SPSS programına aktarılmıştır. Elde edilen veriler üzerinde madde ve güvenirlilik analizleri gerçekleştirilmiştir. Yapılan madde güçlük ve ayırt edicilik indekslerine ilişkin hesaplamalar ve güvenirlik analizleri sonucunda, testten dört madde çıkarılmış ve teste son hali verilmiştir. Geliştirilen anlamayı izleme testinin ilkokul düzeyinde anlama becerisi ile ilişkili bilişsel yapıları daha nitelikli bir şekilde değerlendirilebilecek güvenilir ve geçerli bir test olduğu ortaya konulmuştur.

Anahtar Kelimeler

Anlamayı izleme, bilişsel beceriler, dinlediğini anlama, okuduğunu anlama

Etik Beyan

Bu çalışmada "Yükseköğretim Kurumları Bilimsel Araştırma ve Yayın Etiği Yönergesi" kapsamında belirtilen kurallara uyulmuş, "Bilimsel Araştırma ve Yayın Etiğine Aykırı Eylemler" başlığı altında belirtilen eylemlerden kaçınılmıştır. Bu çalışmanın etik kurul izni Muğla Sıtkı Koçman Üniversitesi Sosyal ve Beşeri Bilimler Araştırmaları Etik Kurulu’nun 2022/142 sayılı, 29.11.2022 tarihli kararıyla verilmiştir.

Destekleyen Kurum

Bu çalışma Türkiye Bilimsel ve Teknolojik Araştırma Kurumu tarafından desteklenmektedir (Proje No: 222K295).

Proje Numarası

(Proje No: 222K295)

Teşekkür

Dr. Young-Suk Kim’e bu çalışmaya sağladığı destek için teşekkür ederiz. Aynı zamanda testin Türkçe yapısının incelenmesine katkı sağlayan Dr. Yusuf Uyar’a teşekkür ederiz. Bunun yanında ilk uygulamalar sırasında bize katkı sağlayan Dr. Dudu Kaya Tosun’a ve uygulamaların yapıldığı okul yetkililerine ve öğretmenlerine çok teşekkür ederiz.

Kaynakça

• Baker, L. (1984). Children's effective use of multiple standards for evaluating their comprehension. Journal of Educational Psychology, 76(4), 588-597. https://doi.org/10.1037/0022-0663.76.4.588
• Baker, L. (1996) Social influence on metacognitive development in reading. C. Cornoldi ve J. Oakhill (Ed.), Reading comprehension difficulties içinde (s. 331-351). Dordrecht: Lawrence Erlbaum Associates.
• Baker, L., Zeliger-Kandasamy, A. ve DeWyngaert, L. U. (2014). Neuroimaging evidence of comprehension monitoring. Psihologijske Teme, 23(1), 167-187.
• Cain, K. ve Oakhill, J. (2006). Profiles of children with specific reading comprehension difficulties. British Journal of Educational Psychology, 76(4), 683-696. https://doi.org/10.1348/000709905X67610
• Cain, K., Oakhill, J. ve Bryant, P. (2004). Children's reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 96(1), 31–42. https://doi.org/10.1037/0022-0663.96.1.31
• Can, A. (2022). SPSS ile bilimsel araştırma sürecinde nicel veri analizi. Ankara: Pegem Akademi.
• Connor, C. M., Radach, R., Vorstius, C., Day, S. L., McLean, L. ve Morrison, F. J. (2015). Individual differences in fifth graders’ literacy and academic language predict comprehension monitoring development: An eye-movement study. Scientific Studies of Reading, 19(2), 114-134.
• Cromley, J.G. ve Azevedo, R. (2007). Testing and refining the direct and inferential mediation model of reading comprehension. Journal of Educational Psychology, 99(2), 311–325. https://doi.org/10.1037/0022-0663.99.2.311
• Currie, N. K., Francey, G., Davies, R., Gray, S., Bridges, M. S., Restrepo, M. A., Thompson, M. S., Ciraolo, M. F., Hu, J. ve
• Cain, K. (2021). The process and product of coherence monitoring in young readers: Effects of reader and text characteristics. Scientific Studies of Reading, 25(2), 141–158. https://doi.org/10.1080/10888438.2020.1831503
• Florit, E. ve Cain, K. (2011). The simple view of reading: Is it valid for different types of alphabetic orthographies? Educational Psychology Review, 23, 553-576. https://doi.org/10.1007/s10648-011-9175-6
• Florit, E., Cain, K. ve Mason, L. (2020). Going beyond children's single‐text comprehension: The role of fundamental and higher‐level skills in 4th graders’ multiple‐document comprehension. British Journal of Educational Psychology, 90(2), 449-472. https://doi.org/10.1111/bjep.12288
• Florit, E., Roch, M., Altoè, G. ve Levorato, M. C. (2009). Listening comprehension in preschoolers: The role of memory. British Journal of Developmental Psychology, 27(4), 935-951. https://doi.org/10.1348/026151008X397189
• Francis, D. J., Kulesz, P. A. ve Benoit, J. S. (2018). Extending the simple view of reading to account for variation within readers and across texts: The complete view of reading (CVR i). Remedial and Special Education, 39(5), 274-288. https://doi.org/10.1177/0741932518772904
• Gambrell, L. B. ve Bales, R. J. (1986). Mental imagery and the comprehension-monitoring performance of fourth-and fifth-grade poor readers. Reading Research Quarterly, 24(1), 454-464.
• Hoover, W. A. ve Gough, P. B. (1990). The simple view of reading. Reading and Writing, 2(2), 127-160.
• Joshi, R. M. ve Aaron, P. G. (2000). The component model of reading: Simple view of reading made a little more complex. Reading Psychology, 21(2), 85–97. https://doi.org/10.1080/02702710050084428
• Kim, Y. S. (2015). Language and cognitive predictors of text comprehension: Evidence from multivariate analysis. Child Development, 86(1), 128-144. https://doi.org/10.1111/cdev.12293
• Kim, Y. S. G. (2016). Direct and mediated effects of language and cognitive skills on comprehension of oral narrative texts (listening comprehension) for children. Journal of Experimental Child Psychology, 141(1), 101-120. https:// doi.org/10.1016/j.jecp.2015.08.003
• Kim, Y. S. G. (2017). Why the simple view of reading is not simplistic: Unpacking component skills of reading using a direct and indirect effect model of reading (DIER). Scientific Studies of Reading, 21(4), 310-333. https://doi.org/10.1080/10888438.2017.1291643
• Kim, Y. S. G. (2020a). Hierarchical and dynamic relations of language and cognitive skills to reading comprehension: Testing the direct and indirect effects model of reading (DIER). Journal of Educational Psychology, 112(4), 667. https://doi.org/10.1037/edu0000407
• Kim, Y. S. G. (2020b). Toward integrative reading science: The direct and indirect effects model of reading. Journal of Learning Disabilities, 53(6), 469-491.
• Kim, Y. S. G. (2023). Oral discourse skills: Dimensionality of comprehension and retell of narrative and expository texts, and the relations of language and cognitive skills to identified dimensions. Child Development, 94(5), 246-263. https://doi.org/10.1111/cdev.13935
• Kim, Y. S. G. ve Wagner, R. K. (2015). Text (oral) reading fluency as a construct in reading development: An investigation of its mediating role for children from grades 1 to 4. Scientific Studies of Reading, 19(3), 224-242. https://doi.org/10.1080/10888438.2015.1007375
• Kim, Y. S. G., Vorstius, C. ve Radach, R. (2018). Does online comprehension monitoring make a unique contribution to reading comprehension in beginning readers? Evidence from eye movements. Scientific Studies of Reading, 22(5), 367-383. https://doi.org/10.1080/10888438.2018.1457680
• Kim, Y. S. ve Phillips, B. (2014). Cognitive correlates of listening comprehension. Reading Research Quarterly, 49(3), 269-281. https://doi.org/10.1002/rrq.74
• Kim, Y. S. G. ve Phillips, B. (2016). 5 minutes a day: An exploratory study of improving comprehension monitoring for prekindergartners from low income families. Topics in Language Disorder, 36(4), 356–367. https://doi.org/10.1097/TLD.0000000000000103
• Kinnunen, R. ve Vauras, M. (1995). Comprehension monitoring and the level of comprehension in high-and low-achieving primary school children's reading. Learning and Instruction, 5(2), 143-165. https://doi.org/10.1016/0959-4752(95)00009-R
• Kinnunen, R., Marja, V. ve Pekka N. (1998). Comprehension monitoring in beginning readers. Scientific Studies of Reading, 2(4), 353-375.
• Kintsch, W. (1988). The role of knowledge in discourse comprehension: A construction-integration model. Psychological Review, 95(2), 163-182. https://doi.org/https://doi.org/10.1037/0033-295X.95.2.163
• Kintsch, W. (1998). Comprehension: A paradigm for cognition. New York: Cambridge University Press. Krenca, K., Cain, K., Marinova-Todd, S. ve Chen, X. (2023). The role of comprehension monitoring in predicting reading comprehension among French immersion children. Scientific Studies of Reading, 27(6), 475-492. https://doi.org/10.1080/10888438.2023.2196022
• LaBerge, D. ve Samuels, S. J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6(2), 293-323.
• Markman, E. M. (1977). Realizing that you don't understand: A preliminary investigation. Child Development, 48(3), 986-992.
• Mier, M. (1984). ERIC/RCS: Comprehension monitoring in the elementary classroom. The Reading Teacher, 37(8), 770-774.
• Morrison, L. (2004). Comprehension monitoring in first and second language reading. Canadian Modern Language Review, 61(1), 77-107. https://doi.org/10.3138/cmlr.61.1.77
• Oakhill, J. V. ve Cain, K. (2012). The precursors of reading ability in young readers: Evidence from a four-year longitudinal study. Scientific Studies of Reading, 16(2), 91–121. https://doi.org/10.1080/10888438.2010.529219
• Oakhill, J. V., Cain, K. ve Bryant, P. E. (2003). The dissociation of word reading and text comprehension: Evidence from component skills. Language and Cognitive Processes, 18(4), 443-468. https://doi.org/10.1080/01690960344000008
• Oakhill, J., Hartt, J. ve Samols, D. (2005). Levels of comprehension monitoring and working memory in good and poor comprehenders. Reading and Writing, 18(7), 657–686. https://doi.org/10.1007/ s11145-005-3355-z
• Pallant, J. (2020). SPSS kullanma kılavuzu: SPSS ile adım adım veri analizi (S. Balcı & B. Ahi, Çev.), (3. Baskı). Ankara: Anı Yayıncılık.
• Paris, S. G. ve Myers, M. (1981). Comprehension monitoring, memory, and study strategies of good and poor readers. Journal of Literacy Research, 13(1), 5–22.
• Perfetti, C. ve Stafura, J. (2014). Word knowledge in a theory of reading comprehension. Scientific Studies of Reading, 18(1), 22-37. https://doi.org/10.1080/10888438.2013.827687
• Pitts, M. M. (1983). Comprehension monitoring: Definition and practice. Journal of Reading, 26(6), 516-523.
• Potocki, A., Ecalle, J. ve Magnan, A. (2013). Effects of computer-assisted comprehension training in less skilled comprehenders in second grade: A one-year follow-up study. Computers & Education, 63, 131-140. https://doi.org/10.1016/j.compedu.2012.12.011
• Roberts, V. (1999). Children's concept of understanding, its role in comprehension monitoring (Unpublished doctoral dissertation). University of Toronto, Toronto, Canada.
• Robinson, E.J. ve Robinson, W.P. (1977). Children's explanation of communication failure and the inadequacy of the misunderstood message. Developmental Psychology, 13(2), 156-161. https://doi.org/10.1037/0012-1649.13.2.156
• Snow, C. E. (2018). Simple and not-so-simple views of reading. Remedial and Special Education, 39(5), 313-316.
• Strasser, K. ve Río, F. D. (2014). The role of comprehension monitoring, theory of mind, and vocabulary depth in predicting story comprehension and recall of kindergarten children. Reading Research Quarterly, 49(2), 169-187.
• Tibken, C., Richter, T., Wannagat, W., Schmiedeler, S., von der Linden, N. ve Schneider, W. (2022). Measuring comprehension monitoring with the inconsistency task in adolescents: stability, associations with reading comprehension skills, and differences between grade levels. Discourse Processes, 59(5-6), 439-461. https://doi.org/10.1080/0163853X.2022.2073736
• Tighe, E. L., Kaldes, G., Talwar, A., Crossley, S. A., Greenberg, D. ve Skalicky, S. (2023). Do struggling adult readers monitor their reading? Understanding the role of online and offline comprehension monitoring processes during reading. Journal of Learning Disabilities, 56(1), 25-42. https://doi.org/10.1177/00222194221081473
• van Dijk, T. A. ve Kintsch, W. (1983). Strategies of discourse comprehension. New York: Academic Press.
• Wagoner, S. A. (1983). Comprehension monitoring: What it is and what we know about it. Reading Research Quarterly, 18(3), 328-346.
• Winograd, P. ve Johnston, P. (1982). Comprehension monitoring and the error detection paradigm. Journal of Reading Behavior, 14(1), 61-76.
• Wolf, M. C., Muijselaar, M. M., Boonstra, A. M. ve de Bree, E. H. (2019). The relationship between reading and listening comprehension: shared and modality-specific components. Reading and Writing, 32(7), 1747-1767. https://doi.org/10.1007/s11145-018-99248
• Yeomans-Maldonado, G. (2017). Development of comprehension monitoring in beginner readers. Reading and Writing, 30(9), 2039-2067. https://doi.org/10.1007/s11145-017-9765-x
• Zargar, E., Adams, A. M. ve Connor, C. M. (2020). The relations between children's comprehension monitoring and their reading comprehension and vocabulary knowledge: an eye-movement study. Reading and Writing, 33(3), 511-545. https://doi.org/10.1007/s11145-019-09966-3
• Zhao, A., Guo, Y., Sun, S., Lai, M. H., Breit, A. ve Li, M. (2021). The contributions of language skills and comprehension monitoring to Chinese reading comprehension: A longitudinal investigation. Frontiers in Psychology, 12, 1-16. https://doi.org/10.3389/fpsyg.2021.625555