Morfolojik Farkındalık Becerilerinin Okuma Sürecindeki Rolünün Gelişimsel Bakış Açısıyla İncelenmesi: İşiten ve İşitme Engelli Okuyuculardan Bulgular

Öz Bu araştırma, işiten ve işitme engelli öğrencilerin morfolojik farkındalık becerilerinin okuma sürecindeki rolünü gelişimsel bakış açısıyla incelemeyi amaçlayan nedensel karşılaştırmalı betimsel bir çalışmadır. Araştırmaya, farklı eğitim düzeylerinde (ilkokul, ortaokul ve lise) öğrenimlerine devam eden 67 işitme engelli öğrenci ile bu öğrencilerle aynı sınıf düzeylerinde öğrenim gören 74 işiten öğrenci olmak üzere toplam 141 öğrenci katılmıştır. Araştırma grubunun morfolojik farkındalık bilgi ve becerileri a) morfolojik duyarlık, b) morfolojik farkındalık becerileri değerlendirme işlemleri ile değerlendirilmiştir. Araştırmanın verileri, varyans analizi (GLM-Anova) ile iki faktörlü Manova (GLM-Manova) kullanılarak analiz edilmiş ve yapılan analiz sonucunda işitme engelli öğrencilerin morfolojik farkındalık becerilerinin işiten öğrencilere göre anlamlı derecede düşük olduğu görülmüştür. Araştırmanın tartışma bölümünde, işitme engelli öğrencilerde görülen düşük morfolojik farkındalık performanslarının onların genel okuma ve okuduğunu anlama süreçlerine yansımaları ayrıntılı olarak tartışılmıştır.

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Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi-Cover
  • ISSN: 1304-7639
  • Yayın Aralığı: Yılda 4 Sayı
  • Başlangıç: 1991
  • Yayıncı: Ankara Üniversitesi Eğitim Bilimleri Fakültesi