Burcu KILIÇ TÜLÜ, Ahmet Bilal ÖZBEK, Cevriye ERGÜL

3D Stratejisi Öğretiminin Öğrenme Güçlüğü Olan Öğrencilerin Okuduğunu Anlama Becerilerine Etkisi

Okuduğunu anlama problemleri öğrencilerin tüm akademik alanlardaki performanslarını ve eğitim hayatlarını olumsuz olarak etkileyen bir durumdur. Bu araştırmanın amacı kendini düzenleme stratejileri gelişimi (KDSG) modeline göre yapılan Okuma öncesinde-sırasında-sonrasında Düşün (TWA) 3D strateji öğretiminin öğrenme güçlüğü olan öğrencilerin bilgi veren metinlerde okuduğunu anlama performanslarına etkisini belirlemektir. Bu amaçla öğrenme güçlüğü tanısı almış 4. sınıfa devam eden dört erkek öğrenci ile çalışılmıştır. Araştırma tek denekli deneysel desenlerden denekler arası çoklu başlama düzeyi modeline göre yürütülmüştür. Araştırmanın sonucunda KDSG modeline göre yürütülen 3D strateji öğretiminin öğrencilerin metni anlama soruları ve metni anlatma performansları üzerinde etkili olduğu görülmüştür. İzleme oturumlarında da öğrencilerin kazanımlarını büyük ölçüde korudukları belirlenmiştir. Elde edilen veriler KDSG modeline göre yapılan strateji öğretiminin öğrencilerin okuduğunu anlama becerilerinde etkili olduğunu göstermektedir. Bulgular alanyazın temelinde tartışılmıştır.

Anahtar Kelimeler:

okuduğunu anlama, öğrenme güçlüğü, kendini düzenleme stratejileri, bilgi veren metinler, okuma stratejileri

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