Akıcı Okuma Becerilerinin Geliştirilmesinde Okuma Tiyatrosunun Kullanılması: Bir Eylem Araştırması

Akıcı okuma becerilerinin geliştirilmesinde okuma tiyatrosunun kullanılma sürecinin betimlenmesinin amaçlandığı bu çalışmada nitel araştırma modellerinden eylem araştırması deseni kullanılmıştır. Çalışma öncesinde görüşme ve gözlemler yapılarak yaşanan problemler belirlenmiş ve yapılan alan yazın taraması sonucunda öğrencilerin akıcı okuma becerilerini geliştirmek için sınıf ortamında kullanılabilecek bir yöntem olan okuma tiyatrosu ile çalışılmasına karar verilmiştir. Araştırma beşinci sınıf düzeyinde yirmi dört öğrenci ile sekiz haftalık bir süreçte gerçekleştirilmiştir. Araştırmada veri toplama aracı olarak, “Yanlış Analiz Envanteri, Prozodik Okuma Dereceli Puanlama Anahtarı, Öz/Akran/Grup Değerlendirme ve Karakter Analiz Formları, Öğretmen/Öğrenci Görüşme Formu, Gözlem Notları ve Araştırma Günlükleri” kullanılmıştır. Nicel verilerin analizinde parametrik testlerden bağımlı gruplar t testi; nitel verilerin analizinde betimsel analiz ve içerik analizi kullanılmıştır. Araştırmada öğrencilerin akıcı okuma becerilerini belirlemek için bilgi verici ve öyküleyici metinlerden faydalanılmış, öğrencilerin kendi okumalarına ilişkin yürüttükleri öz değerlendirme çalışmalarında okuma becerileri ile ilgili güçlü ve zayıf yönler tespit edilmiştir. Araştırmadan elde edilen nicel bulgular, okuma tiyatrosunun öğrencilerin akıcı okuma becerilerini (doğru okuma, okuma hızı, okuma prozodisi) geliştirdiğini ortaya koymuştur. Araştırmadan elde edilen nitel bulguların da nicel bulguları destekler nitelikte olduğu görülmüş; yöntemin öğrencilere kendi okuma yeterlikleriyle ilgili farkındalık kazandırdığı ve öğrencilerin yöntemi eğitici, destekleyici ve eğlenceli olarak değerlendirdiği sonucuna ulaşılmıştır.

Using Reader’s Theatre for Improving Reading Fluency Skills: An Action Research

The aim of this study was to explore the effects of reader’s theatre on reading fluency skills and to determine students' views about this method. The action research method was employed in the study. Prior to the study, Turkish teachers were interviewed and problems in reading fluency were identified. As a result of the literature review, it was decided to work with reader's theatre, which is a method that can be used in the classroom in order to improve students' reading fluency skills. The study was conducted in an eight-week period with twenty-four students at the fifth-grade level. In the research, error analysis inventory, multidimensional reading scale, self/peer/group evaluation and character analysis forms, teacher interview form and researcher logs were used as data collection tools. In the research, expository and narrative texts were used to measure the students' reading fluency (reading accuracy, reading speed and prosody) skills; strengths and weaknesses regarding their reading skills were determined in the self-evaluation studies conducted by students about their own reading. At the end of this application, it was discovered that Reader’s Theatre was effective on reading fluency skills and it was concluded that the students evaluated this method as educational, supportive and fun.

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