Hazırlık Sınıfı Öğrencilerinin Sessiz Okumanın Okuduğunu Anlama Açısından Etkililiğine Yönelik Tutumları

Okuduğunu anlama bilgiyi edinmenin kapısıdır, bu yüzden akademik çevrelerde bu konu ilgi çekmiştir. Sessiz okuma, okuduğunu anlamanın temel biçimi olarak kabul edilir ve bununla ilişkilendirilir. Sessiz okumanın verimliliğiyle ilgili alanda farklı bakış açılarını savunan çalışmalar yer almaktadır. Bundan dolayı, bu çalışma öğrencilerin sessiz okumanın okuduğunu anlama, okuduğundan keyif alma ve odaklanma açısından etkililiğine yönelik tutumlarını incelemektedir. Çalışma, Bursa’da bir devlet üniversitesinde farklı seviyelerden 120 katılımcı üzerinde yapılmıştır. Çalışmada, karma araştırma düzeni kullanılmıştır. Anket yoluyla nicel veri 120 katılımcıdan toplanmış ve konunun daha derin anlaşılması için 12 katılımcı üzerinden mülakat yoluyla nitel veri toplanmıştır. Sonuçlara göre, katılımcıların sessiz okumanın okuduğunu anlama, keyif alma ve odaklanma açısından verimliliğine yönelik orta düzeyde olumlu tutumları olduğu ortaya çıkarılmıştır.

Anahtar Kelimeler:

sessiz okuma, sessiz okumaya karşı tutumlar, okuma şekilleri, okuduğunu anlama, sesli okuma

The Students’ Attitudes in Preparatory Classes towards the Effectiveness of Silent Reading in Terms of Reading Comprehension

Reading comprehension is the gateway to acquire knowledge, therefore, it has attracted attention in academic environment. Silent reading is accepted as the major reading mode, and it is associated with the idea of reading for comprehension. In the related literature there exist contradictory studies on the efficiency of silent reading. Thus the present research investigates students’ attitudes towards silent reading in terms of its effectiveness in reading comprehension, reading for pleasure, and concentration. The present study was conducted with 120 preparatory school students from different levels at a state university in Bursa. In the study, a mixed method research design was used. Quantitative data were gathered via a questionnaire and qualitative data were gathered via an interview from 12 participants for a deeper understanding of the students’ attitudes towards the effectiveness of silent reading. According to the results, the participants have a moderately positive level of agreement that they can grasp the meaning easily and concentrate better while reading silently.

Keywords:

silent reading, attitudes towards silent reading, modes of reading, reading comprehension, reading aloud,

PDF

___

Ali, H. (2012). The use of silent reading in improving students’ reading comprehension and their achievement in TOEFL score at a private English course. International Journal of Basic and Applied Science, 1(1), 47-52.
Alshumaimeri, Y. (2011). The effects of reading method on the comprehension performance of Saudi EFL students. International Electronic Journal of Elementary Education, 4(1), 185-195.
Bertolotgarciati, M., Kujala, J., Vidal, J. R., Hamame, C. M., Ossandon, T., Bertrand, O., & Lachaux, J. P. (2012). How silent is silent reading? Intracerebral evidence for top-down activation of temporal voice areas during reading. The Journal of Neuroscience, 32(49), 17554-17562.
Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1-4.
Fletcher, J., & Pumfrey, P. D. (1988). Differences in text comprehension amongst 7-8-year-old children. School Psychology International, 9(2), 133-145.
Fuchs, L. S., & Fuchs, D. (2006). A framework for building capacity for responsiveness to intervention. School Psychology Review, 35(4), 621-626.
García-Rodicio, H., Melero, M. A., & Izquierdo, B. (2014). Aloud reading and silent reading. Which form of reading in the classroom results in better comprehension? Inted 2014 Proceedings, 1721-1723.
Giacomo Dina, D., Vincenza, C., Mascio Tania, D., Maria Rosita, C., Daniela, F., Rosella, G., & Pierpaolo, V. (2016). The silent reading supported by adaptive learning technology. Computers in Human Behavior, 55(PB), 1125-1130.
Glenberg, A. M. (2011). How reading comprehension is embodied and why that matters. International Electronic Journal of Elementary Education, 4(1), 5-18.
Hale, A. D., Skinner, C. H., Williams, J., Hawkins, R., Neddenriep, C. E., & Dizer, J. (2007). Comparing comprehension following silent and aloud reading across elementary and secondary students: Implication for curriculum-based measurement. The Behavior Analyst Today, 8(1), 9-23.
Harwell, M. R. (2011). Research design in qualitative/quantitative/mixed methods. The Sage Handbook for Research in Education: Pursuing ideas as the keystone of exemplary inquiry. 2ª Edition. Thousand Oaks, CA: Sage Publications, 147-163.
Jiang, Y. (2015). Chinese college students' English reading comprehension in silent and loud reading-mode. English Language Teaching, 8(4), 24-30.
Kailani, T. Z. (1998). Reading aloud in EFL revised. Reading in a foreign language, 12(1), 281-294.
Lin, D. T. A., Choo, L. B., & Pandian, A. (2012). Learners’ perceptions of sustained silent reading practices in tertiary classrooms. Procedia-Social and Behavioural Sciences, 55, 266-274.
Logan, G. D. (1997). Automaticity and reading: Perspectives from the instance theory of automatization. Reading & Writing Quarterly: Overcoming Learning Difficulties, 13(2), 123-146.
McCallum, R. S., Sharp, S., Bell, S. M., & George, T. (2004). Silent versus oral reading comprehension and efficiency. Psychology in the Schools, 41(2), 241-246.
Sadeghi, E., Afghari, A., & Zarei, G. R. (2016). Shadow-reading effect on reading comprehension: Actualization of interactive reading comprehension: (A Vygotskyan View). English Language Teaching, 9(3), 130-138.
Turkyılmaz, M., Can, R., Yildirim, K., & Ateş, S. (2014). Relations among oral reading fluency, silent reading fluency, retell fluency, and reading comprehension. Procedia-Social and Behavioral Sciences, 116, 4030-4034.
Van den Boer, M., van Bergen, E., & de Jong, P. F. (2014). Underlying skills of oral and silent reading. Journal of Experimental Child Psychology, 128, 138-151.
Veneziano L. ve Hooper J. (1997). A method for quantifying content validity of health-related questionnaires. American Journal of Health Behavior, 21(1), 67-70.
Yurdugül, H. (2005). Ölçek geliştirme çalışmalarında kapsam geçerliği için kapsam geçerlik indekslerinin kullanılması. XIV. Ulusal Eğitim Bilimleri Kongresi, 1, 771-774.
Woolley, G. (2011). Reading Comprehension. In Reading Comprehension (pp. 15-34). Springer: Netherlands.