Başarılı ve Başarısız Dördüncü Sınıf Okuyucularının Okuduğunu Anlama ve Özetleme Becerileri"

Bu çalışmada okumada başarılı olan ve olmayan öğrencilerin okuduğunu anlama ve özetleme becerilerininkarşılaştırmalı olarak incelenmesi amaçlanmıştır. Çalışmada, öğrencilerin yazılı özetlerindekibiçimbirimbilgisi/sözdizimi [Ortalama Sözce Uzunlukları (OSU)] ve sözcük dağarcıkları da [Farklı SözcükSayısı (FSÖZS)] karşılaştırılınıştır. Ayrıca, okuduğunu anlama puanları, özetleme puanları, OSU ve FSÖZSarasındaki ilişkiler incelenmiştir. Bu amaçla, 122 başarılı ve 122 başarısız okuyucu olmak üzere, toplam 244dördüncü sınıf öğrencisi araştırmaya katılmıştır. Bulgular, zayıf okuyucuların tüm soru türlerini yanıtlamadaakranlarmdan daha başarısız olduklarını göstermiştir. Bununla birlikte, her iki gruptaki öğrencilerin de en çokana düşünceyi bulma ile kişisel bilgi ve deneyimlerini kullanarak çıkarım yapma sorularında güçlük çektikleribelirlenmiştir. Zayıf okuyucuların özetlemenin tüm alt becerilerinde, ayrıca OSU ve FSÖZS ölçümlerindeakranlarmdan daha fazla güçlüğe sahip oldukları görülmüştür. Özetleme, biçiınbirimbilgisi/sözdizimi (OSU) vesözcük dağarcığı (FSÖZS) değişkenlerinin okuduğunu anlama üzerindeki etkisi incelendiğinde,biçimbirimbilgisi/sözdiziminin okuduğunu anlamayı en iyi yordayan değişken olduğu bulunmuştur.

Reading Comprehension and Summarizing Skills of Successful and Unsuccessful Fourth Grade Readers?

In this study, it was aimed to examine reading comprehension and summarizing skills of successful and unsuccessful students in reading comparatively. Their morphosyntax knowledge (Mean Length of UtteranceMLU) and vocabulary knowledge (Different Words Used-DWU) in their written summaries were also compared in the study. In addition, the relations between their reading comprehension scores, summarizing scores, MLU and DWU were examined. For this purpose, 122 successful and 122 unsuccessful readers, totally 244 fourth graders participated in the study. Findings showed that poor readers failed more than their peers in answering all the question types. However, it was determined that both student groups had the most difficulty in finding the main idea of the text and answering inferential questions requiring the use of personal knowledge and experience. It was seen that the poor readers had more difficulties than their peers in all summarizing subskills, also MLU and DWU measurements. When the effects of summarizing, MLU and DWU on total comprehension score were examined, it was found that MLU was the best predictor to comprehension.

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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