PROZODİK OKUMANIN ARACILIK ETKİSİ: LİSE DÜZEYİNDE OKUDUĞUNU ANLAMA VE AKICI OKUMA ARASINDAKİ İLİŞKİLERİN İNCELENMESİ

Özellikle ilkokul çağında ulusal ve uluslararası düzeyde yapılan birçok araştırmada akıcı okuma ve okuduğunu anlama arasındaki ilişkiler ortaya konulmasına rağmen ortaokul, lise ve üniversite düzeyinde akıcı okuma ve okuduğunu anlama artasındaki ilişkilere yönelik bir şeyler söylemek için çalışmaların yetersiz olduğu ifade edilebilir. Dolayısı bu çalışmada biz araştırmacılar lise öğrencileri üzerinde akıcı ve okuduğunu anlama arasındaki ilişkileri açıklamaya çalışıyoruz. Aynı zamanda prozodik okumanın aracı değişken olarak okuduğunu anlama ve doğru kelime tanıma hızı arasında nasıl bir etkileşim sağladığını inceliyoruz. Bu çalışmanın amacı lise düzeyinde akıcı okuma ve okuduğu anlama becerileri arasındaki ilikleri ortaya koymaktır. Bu amaç doğrultusunda 105 lise öğrencisi araştırma sürecine dâhil edilmiştir. Araştırma Çankırı ili merkez ilçesindeki bir devlet lisesindeki öğrenciler yürütülmüş ve araştırmada kolay ulaşabilir örneklem tekniğinden faydalanılmıştır. Araştırmada öğrencilerin sesli okuma değerlendirilmiştir. Daha sonra elde edilen sesli okuma kayıtları üzerinde öğrencilerin doğru kelime tanıma hızları ve prozodik okumaları değerlendirilmiştir. Bu süreçten sonra elde edilen veriler üzerinde araştırma sorularına cevap olacak çözümlemeler gerçekleştirilmiştir. Araştırma bulguları doğru kelime tanıma hızının ve prozodik okumanın okuduğunu anlamayı olumlu yönde yordadığını göstermiştir. Buna ek olarak aracı değişken olarak prozodik okuma modele girdiğinde doğru kelime tanıma hızının anlama üzerindeki doğrudan etkisinin anlamlılığının ortadan kalktığı ve okuduğunu anlama üzerindeki dolaylı etkisinin arttığı görülmüştür

THE MEDIATION EFFECT OF READING PROSODY: EXPLORING THE RELATIONS BETWEEN READING FLUENCY AND READING COMPREHENSION AT HIGH SCHOOL LEVEL

While a number of researches in national and international level, particularly in elementary grades, have showed that there is a strong relationship between reading fluency and reading comprehension, there are not enough research showing this relationship in upper grades including high school and college levels. Therefore, in the present study, we focus on the relationship between reading fluency and reading comprehension in high school students. This research aimed to explore the relations between reading fluency and reading comprehension at high school level. In that regard, a total of 105 high school students were enrolled in the present study. This research took place in Turkey’s Cankiri province with the students studying in a public high school. This study employed convenient sampling technique. The students were assessed by reading aloud sessions and reading comprehension test. Then, the students’ word reading automaticity and reading prosody were evaluated based on their reading aloud records. The data was analyzed in response to the research aims. The research findings revealed that the word reading automaticity and reading prosody skills of the students made significant contribution to the prediction of the reading comprehension. Additionally, when the prosody entered into the model as the mediation variable, while the direct effect of word recognition automaticity reduced, its indirect effect on reading comprehension increased and was significant.

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Kaynak Göster