Özlem BAŞ, Douglas K. HARTMAN, Hayati AKYOL

Zayıf Okuyucuların Çevrimiçi Anlama Süreci Hakkında Bir Eylem Araştırması

Bu araştırmanın amacı; zayıf okuyucuların çevrimiçi anlama süreçlerini ortaya koymaktır. Bu kapsamda Amerika Birleşik Devletleri’ndeki öğretmenlerin zayıf okuyucuların çevrimiçi anlaması konusunda ortaya koyduğu görüşler doğrultusunda bir eylem planı hazırlanmış ve hazırlanan eylem planı Türkiye’de uygulanarak zayıf okuyucuların çevrimiçi anlama becerileri betimlenmiştir. Araştırma, nitel araştırma yaklaşımı içerisinde eylem araştırması olarak desenlenmiştir. Araştırmaya dâhil edilmesi planlanan öğretmenlerin, zayıf okuyucuların çevrimiçi anlamaları konusunda bilgi ve tecrübe sahibi olması ölçütü esas alınmıştır. Bu konuda görüşme yapmak için 2019 yılında Amerika Birleşik Devletleri’nde görev yapan 8 öğretmen seçilmiştir. Daha sonra Türkiye’de bu konuda örnek uygulamalar yapılıp beraber çalışılan 8 öğretmenden görüş alınmıştır. Veriler, çalışma grubuyla yapılan görüşmeler yoluyla toplanmıştır. Görüşme sorularının yanıtları Türkçe’ye çevrilmiş ve Türkiye’deki öğretmenlerle yapılan görüşmelerle birleştirilip yazılı doküman hâline getirilmiştir. Verilerin analizinde içerik analizi tekniği kullanılmıştır. Ortaya çıkan tema kod ve kategorilerden yola çıkarak çevrimiçi anlama çalışmalarının zayıf okuyucuların okuma motivasyonunu artırdığı sonucuna ulaşılmıştır. Araştırmanın diğer önemli bir bulgusu ise ABD’de uygulanan okuma koçluğu sisteminin Türkiye’de bulunmayışıdır. Araştırma sonuçları yeni okuryazarlık deneyimlerinin öğretmenler ve öğrenciler açısından kullanımına örnekler teşkil etmektedir.

An Action Research on the Online Comprehension Process of Struggling Readers

This study aims to reveal struggling readers’ process of online comprehension. In accordance with this general purpose, the study was designed as an action research study in qualitative approach. The criterion for teachers to be included in the study is that they are knowledgeable about and experienced with struggling readers’ online comprehension. Eight teachers working in the USA were chosen to be interviewed about the issue in 2019. After that, relevant implementations were made in Turkey and the teachers who were included in the implementation (eight teachers) were consulted for their views. “Interview” was used as the technique of data collection. Various interview questions were prepared for use in this method. The answers to the interview questions were translated into Turkish, turned into written documents and then the data was put to content analysis. An action plan was prepared on the basis of the views stated by teachers in the USA in relation to struggling readers’ online comprehension. The action plan was put into practice in Turkey and struggling readers’ online comprehension skills were described. It was concluded on the basis of the themes, codes and categories distinguished that activities on online comprehension promoted struggling readers’ motivation to read. Another important finding obtained in the study was that the system of reading coaching- which was used in the USA- was not available in Turkey. The results obtained in the study set models in relation to new literacy experiences for use by teachers and students.

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