Öğrenme güçlüğü olan öğrencilerin problem-çözüm türündeki metinleri anlamalarında düşün-oku-sor-kendi kelimelerinle ifade et stratejisinin öğretiminin etkililiği
Küçük Resim Yok
Tarih
2022
Yazarlar
Dergi Başlığı
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Yayıncı
Trakya Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Okuma becerileri, yaşamın birçok alanında gereklidir ve en önemli akademik beceriler arasında yer almaktadır. Okuduğunu anlama, bireylerin öğrenmeleri ve geliştirmeleri gereken en temel okuma becerilerinden biridir. Ancak, öğrenme güçlüğü olan bireylerin okuduklarını anlamada büyük zorluklar yaşadıkları sıklıkla bildirilmektedir. Alanyazındaki çalışmalar incelendiğinde, tek-denekli araştırmaların okuduğunu anlama becerilerinin öğretiminde yaygın olarak kullanıldığı görülmektedir. Öğrenme güçlüğü olan öğrencilerin problem-çözüm türündeki metinleri anlamalarında "Düşün-Oku-Sor-Kendi Kelimelerinle İfade Et" stratejisinin öğretiminin etkililiğini araştırmak amacıyla bu çalışma, denekler arası yoklama denemeli çoklu yoklama modeli ile desenlenmiştir. Araştırma, dördüncü ve beşinci sınıfa giden, öğrenme güçlüğü tanısı almış toplam üç öğrenci ile yürütülmüştür. Araştırmanın sonuçları, metin hatırlamaya ve kısa cevaplı soruları yanıtlamaya ilişkin yüzdeliklerin ölçülmesi ile belirlenen okuduğunu anlamayı artırmada, "Düşün-Oku-Sor-Kendi Kelimelerinle İfade Et" stratejisinin etkili olduğunu göstermiştir. Okuduğunu anlamaya ilişkin kazanımlar uygulama sürecinden iki, dört ve altı hafta sonra sürdürülmüş ve farklı bir konuya odaklanan problem-çözüm türündeki bir metne genellenmiştir. Ayrıca, sesli düşünme protokolleri ile elde edilen veriler, öğrencilerin bilişsel ve üstbilişsel okuma becerilerini kullanmalarında artış olduğunu göstermiştir. Çalışmada toplanan sosyal geçerlik verileri ise öğrencilerin, öğretmenlerin ve ailelerin uygulamayı etkili ve uygulanabilir bulduklarını göstermiştir. Çalışmanın bulguları ilgili alanyazın çerçevesinde tartışılmış, gelecekteki araştırmalar ve uygulamalar için öneriler sunulmuştur.
Reading skills are required in many areas of life and are among the most significant academic skills. Reading comprehension is one of the most essential reading skills that individuals need to learn and develop. However, it has often been reported that individuals with learning disabilities have great difficulty in comprehending what they read. When studies in the literature are examined, it is observed that single-subject design studies are widely used to teach reading comprehension skills. In this study, a multiple-probe design with probe trials across subjects was employed to investigate the effectiveness of "Think-Read-Ask-Paraphrase" (TRAP) strategy instruction on the problem-solution text comprehension of students with learning disabilities. The study was carried out with three fourth- and fifth grade students who were diagnosed with learning disabilities. The results of the study indicated that the TRAP strategy was effective in increasing reading comprehension as measured by the percentage of text recall and short-answer questions. Gains in reading comprehension were maintained two, four and six weeks after the intervention period and were generalized to a problem-solution text focusing on a different topic. In addition, data obtained through think-aloud protocols revealed that there was an increase in the students' use of cognitive and metacognitive reading skills. Social validity data collected in the study showed that students, teachers and family members perceived the intervention as effective and feasible. Findings of the study were discussed within the framework of the relevant literature and suggestions for future research and practice were provided.
Reading skills are required in many areas of life and are among the most significant academic skills. Reading comprehension is one of the most essential reading skills that individuals need to learn and develop. However, it has often been reported that individuals with learning disabilities have great difficulty in comprehending what they read. When studies in the literature are examined, it is observed that single-subject design studies are widely used to teach reading comprehension skills. In this study, a multiple-probe design with probe trials across subjects was employed to investigate the effectiveness of "Think-Read-Ask-Paraphrase" (TRAP) strategy instruction on the problem-solution text comprehension of students with learning disabilities. The study was carried out with three fourth- and fifth grade students who were diagnosed with learning disabilities. The results of the study indicated that the TRAP strategy was effective in increasing reading comprehension as measured by the percentage of text recall and short-answer questions. Gains in reading comprehension were maintained two, four and six weeks after the intervention period and were generalized to a problem-solution text focusing on a different topic. In addition, data obtained through think-aloud protocols revealed that there was an increase in the students' use of cognitive and metacognitive reading skills. Social validity data collected in the study showed that students, teachers and family members perceived the intervention as effective and feasible. Findings of the study were discussed within the framework of the relevant literature and suggestions for future research and practice were provided.
Açıklama
Doktora
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
