Okuma ve anlamayı etkileyen stratejiler

İnsan yaşam boyu öğrenir. Öğrenmelerinin büyük bir kısmını okumaanlama yoluyla gerçekleştirir. Bireylerin okuma-anlama becerilerini kullanma düzeyleri bireyden bireye farklılık gösterir. Okuma-anlama becerisini iyi kullanan bireylerde öğrenme düzeyi oldukça yüksektir. Bu durum bireyin okul başarısına doğrudan etki eder. Doğal olarak okuma-anlama becerisini etkin kullanma ilköğretimden yüksek öğretime kadar bireyin gelecekteki başarısını belirlemektedir. Bu nedenle bireyin okuma-anlama becerisini tek başına geliştirmesi, bireyin kendi kendine gerçekleştirebileceği bir süreç olarak tesadüfe bırakılamaz. Bireyde okuma-anlama gücünü artırmak için, bireyin okuma-anlama sürecinde gereksinim duyduğu stratejileri (yönelme, alma, kaydetme, hatırlama ve anlamlandırma) etkili kullanabilecek konuma getirilmesi gerekir. Öğrenme sürecinde bireyin bilişsel stili ile öğrenme stratejilerini uyumlu kullanması, onun algılama, ayırt etme ve anlama sürecini kolaylaştırmaktadır. Bu çalışmada okuma ve anlamayı kalıcı kılmaya yardımcı olan metin yapısı ve okuma-anlama stratejileri üzerinde durularak, bu stratejilerin öğretiminde izlenecek aşamalara yer verilmiştir.

Strategies effecting reading and comprehension

Human learn throughout their life. Great deal of learning is acquired from the reading text. The ways that people acquire knowledge through reading and comprehension are different each other. When the people have good reading- comprehension skills, they learn easily and acquire at high achievements standard. A natural result of this process, reading-comprehension skills determine next achievements of students from primary school to university. The process of reading and comprehension skills development shouldn’t be up to individuals. Motivational strategies, meaning strategies and recall strategies must be used effectively develop their reading and comprehension skills In learning process when cognitive style matches with the task, individual will find learning relatively easy. However, if the task different from their style then the individual finds learning more difficult. In this study, it has been researched reading and comprehension strategies which improve reading and comprehension skills and order strategies in teaching were given.

PDF

___

Alexander, P. A. and Jetta T. L. (2000) Learning From Text: A Multimensional And Developmental Perspective, in M. L. Kamıl, P. Mosenthal, P.D. Pearson & R.Barr (eds) Handbook Reading Sesearch Vol.III pp.285-310 Newyork Lonman.
Ames, C. (1992). Achivement Goals And The Classroom Motivational Climate. in D. Shunk & J. Meece (Eds) Student perceptions in the clssroom (pp.324-349) Hillsade N,J, Rlbaum.
Anderson R.C. and Pearson P.D. (1984). A Schema Theroetıc View Of Basic Processse in Reading. İn P.D.Pearson,R, Barr M.C. Kamil & P.Mosenthad (Eds) Homebook of Reading Research (pp 255-291) New York Longman.
Armbruster, B. B, Anderson, T. H. and Ostergag, J. (1987). Does text structer/summarization instruction facilitate learning from expository text?. Reading Research Quarterly 22, 331- 346.
Bauman, J. F & Ballard, P.Q.(1987) A Two Step Model For Promotion İndepence in Comprehension. Journal of Reading, 30, 608-612.
Brown, R. (2002). Straddling Two Worlds: Self-Directed Comprehension Instruction For Middle Schoolers, In C.C Block & Pressley (Eds) Comprehension Instruction: Research-based best practice (pp. 337-350) New-York Guilford.
Carell, P. L. (1992). Awarenes Of Text Structure Effects Of Text Organization Of Memory: Text Of A Cognitive Hypothesis With Limited Exsposure Time. Discourse Process, 9, 475-487.
Duke, N. and Pearson, P. D. (2002). Effective practices for developing reading comprehension. In A.E. Farstrup & S.J.Samuels (Eds) What Research Has To Say About Reading Instruction (3rd ed, pp. 205-242) Newark DE: İnternational Reading Association.
Emeksiz, E. Z. (1999). Yabancı Dil Öğrenimini Sürecinde Yer alan Metin Okuma ve Anlama Derslerinde Metin Okur Etkileşiminde Öğretmenin Rolü: Soru Sorma Teknikleri ve Etkililiğinin Ölçülmesi. Eskişehir Anadolu Ü. Proje Fonu.
Engelhart C. S. and Hiebert E. H. (1984) Childrens developing awareness of text structure in expository materials. Journal of Educational Psychology 76, (1) 65-74.
Gambrell, L. B, Kapius, B. A. and Wilson, R. M. (1987). Using Mental Imagery and Summarization to Achive İndepence in Comprehension. Journal of Reading, 30, 638-642.
Heller. M. F. (1986). How do you know what you know? Metacognitive modelling in the content areas. Journal of Reading, 29, 415-422.
Hoska D. M. (1993). Motivating learners through CBI feedback:Develping a positive learner perspective İn J.V.Dempsey & G.C. Sales (eds) Interactive Instruction an Feedback (pp.105-132) Englewood Cliffs, NJ: Educatonal Technology Publications.
Kintsch, W. and Van Dijk, T. A. (1978) Toward A Model Of Text Comprehension and Production, Psychological Review, 85, 363-394.
Isaac J. D., Sansone, C. and Smith J. L. (1999). Other people as asource of interest in an activity. Journal of Experimental Social Psyhchology, 35, 265-293.
Levin, J.R., and Pressley, M. (1981). İmproving Chilrens Prose Comprehension: Selected Strategise That Seem to Succeed. In C.M.Santa & B. L Hayes (Eds) Childrens Prose Comrehension: Research and Practice (pp. 44-71) Newark DE: internationale Reading Association.
Malone, L. D. and Mastropieri, M. A. (1992). Reading Comprehension İn Truction: Summarization and Self-Monitoring Training For Students With Disabilities. Exceptional Children, 58, 270-279.
Mc Gee. (1992). Awarenes Pof The Text Structure: Effects On Children’s Recall Of Expository Text. Reading Research Queterly, 17, 581-590.
Meyer B. J. F. and Brandt D. M. and Bluth G.J. (1980). Use Of Top Level Structure in Text Key For Reading Comprehension Of Ninth-Grade Students. Reading Reseach Quarterly 16 (1), 72-1003.
Morgan, Clifford T. (1991). Psikolojiye Giriş (Çev: Sirel Karakaş, Hüsnü Arıcı, Orhan Aydın ve diğerleri) Hacettepe Üniversitesi Yayın No:1) Ankara.
Osman M.E and Haneffin, M. J. (1992) Metacognition Resaerch and Theory: Analysis and Implications For Instructional Design Educational Technolgy Research and Development, 40 (2) 83-99.
Pressley, M. (2000). What schould comprehension instruction be the instruction of?. in M. L. Kamıl, P.Mosenthal, P.D. Pearson & R. Barr (Eds)handbook of reading Research Vol, III pp. 545-565 Newyork, Longman.
Pressley M. and Wharton-Mc Donald, R. (1997). Skilled Comprehension İnstruction and its Development Through İnstruction. School Psychology Review, 26, 448-466.
Özçelik, D. A., (1987) Eğitim Programları ve Öğretimi, Genel öğretim Yöntemi. Ankara, OSYM Eğitim Yayını.
Paris, S.B and M. Myers. (1981). Comprehension Monitoring, Memory And Study Strategies Og Good And Poor Readers. Journal of Reading Behavior. 14 (1). 5-22.
Reynolds, P. L. and Symons, S. (2001) Motivational Variables and Childrens Text Research. Journal of Educatonal Psychology 93 (1). 14-23.
Riding, R. (2002). School Learning and Cognitive Style. David Fulton Publishers, London Britanin.
Rumelhart, D. J. (1977). Toward and Interactive Model of Raeding. In Effects of Rhetorical Organizatıon on ESL Readers TESOL Quaterly (18), 393 -:446.
Schraw, G., Brunning R. and Svaboda C. (1995). Source Of Stimotional Interst, Journal of Reading Behaviour, 27, p.1-7.
Schraw G. and Dennison R. S. (1994) The Effect Of Reader Purpose On Interest and Recall. Journal Reading Behaviour, 26, (1),p1-18.
Schıfelele U. (1999). İnterest and Learning From Text, Scientific Studies of Reading. 3, p.57-279. Schuder, T. (1993). The genesis of transactional strategies instruction in reading program for atrisk students. The elemantary School Journal, 94, p.183-200.
Senemoğlu N. (1997). Gelişim Öğrenme ve Öğretim, (Kuramdan Uygulamaya). Spot Matbaacılık Ankara.
Skinner A. Wellborn J.G and Connell J. P (1990). What It Takes To Do Well in School and Whether I Have Got It: A Process Model Of Perceived Control and Children’s Engagement and Achivement in School. Journal of Educational Psychology 82 (1) 22-32.
Şimşek, A. ve Deryakulu D. (1994). Kubaşık Kümelerde Akran Etkileşimini Artırmanın Bir Yolu Olarak Türetimci Öğrenme, 28-30 Nisan Çukurova Üniversitesi I.Eğitim Bilimleri Kongresi, Cilt 2, s.461-169.
Taylor B. M. and S. J. Samuel. (1983). Children’s Of Text Structure İn The Recall Of Expository Material. Amrican Educational Research Journal, 20, (4) 517-528.
Taylor, B .M and R. W. Beach. (1984). The Effects of Text Structure Instruction on Middle-Grade Students Comprehension and Production of Expository Text . Reading Research Quaterly 19 134- 146.
Vacca R.T., Vacca, J.L (1989). Content Area Reading (3rd ed) New York:Harper Collins.
Wentzel K. R. (1993). Motivation and Achievement in Early Adolescence The Rol Of Multıple Classroom Goals. Journal of Early Adoloscence 13, 4-20.
Yalçın, A. (2002). Türkçe Öğretim Yöntemlerinde Yeni Yaklaşımlar, Akçağ Yayınları Ankara.