İlkokuma öğretiminde karşılaşılan güçlükler ve okumayı geliştirici duyuşsal yaklaşımlar
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Date
2005
Authors
Arslan, Derya
Journal Title
Journal ISSN
Volume Title
Publisher
Uludağ Üniversitesi
Abstract
Bu çalışmanın amacı, ilkokuma öğretimindeki güçlükleri ve duyuşsal yaklaşımın okuma güçlüklerine etkisini belirlemektir. Bu güçlük ve etkilerin sosyoekonomik düzey ile ilişkilerini araştırmaktır. Araştırmada temel olarak deneysel yöntem kullanılmıştır, araştırma Bursa İli Yıldırım İlçesi'nde yürütülmüştür. İlköğretim ikinci sınıf öğretmenlerinin, öğrencilerin okuma davranışları ve okuma güçlükleri ile ilgili görüşleri alınmıştır. Deneysel çalışmada alt, orta ve üst sosyoekonomik düzey grubu okullarından birer okul ve bu üç okuldan deney ve kontrol grubu olarak 6 sınıf alınmıştır. Deney gruplarında, okuma öğretiminde duyuşsal yaklaşım yöntemi kullanılmıştır. Kontrol gruplarında geleneksel yöntem kullanılmıştır. Ayrıca deneysel çalışmaya katılan öğrencilerden ve velilerden okuma ortamları ile ilgili bilgi toplanmıştır. Veriler, geliştirilen öğretmen anketi, veli anketi, öğrenci görüşme formu, sesli okuma metinleri ve okuma gözlem listeleri ile toplanmıştır. Verileri analiz etmek amacıyla yüzde, frekans, t-testi, varyans analizi ve Fischer LSD Testi kullanılmıştır. Araştırma sonucuna göre ikinci sınıfın başlarında okuma blilmeyen öğrenci sayısının (%41) ya da okuma güçlükleri olan öğrenci sayısının (%71) yüksek olduğu görülmektedir. Alt sosyoekonomik düzey (SED) grubu öğrencilerin okuma hızları orta ve üst SED'e göre düşük bulunmuştur. Bunun yanında üst SED öğrencilerin okuma güçlüklerinin alt ve orta SED öğrencilerinden az olduğu görülmüştür. Duyuşsal yaklaşımın okuma güçlüklerini azaltmada etkili olduğu ancak hızını yavaş geliştirdiği görülmüştür.
The aim of this study was to find the difficulties in the first grade reading training and to investigate the effects of affective approach on students’ reading difficulties. This study also examines if these reading difficulties and effects of affective approach vary in term of socioeconomic status. In this study basicly experimental method were used. The opinions of the primary school teachers who teach the second grade students were asked regarding reading and reading difficulties. The experimental study was conducted on one experimental group and one control group from three sosioeconomic status. Affective approach were used in the three experimental groups during reading training. Traditional methods were used in three control groups. Additionally, the opinions of students and their parents were asked by means of surveys. Data were collected by using teacher questionnaire, parent questionnaire, student interview form, oral reading texts and observation check list which were developed for this purpose. Percentage, frequency, t- test, analysis of variance, Fischer LSD Test were used to analyze the data. The research results indicate that at the beginning of the second grade the number of the students who do not know reading (41 %) and who have reading difficulties (71 %) are very high. Reading speed of students from Low Socio-Economic Status (SES) are found slowly than middle and higher SES groups. Additionally students from high SES groups have less reading difficulties than two other SES groups. Affective approach has an positive effect on relieving reading difficulties but less effect on reading speed.
The aim of this study was to find the difficulties in the first grade reading training and to investigate the effects of affective approach on students’ reading difficulties. This study also examines if these reading difficulties and effects of affective approach vary in term of socioeconomic status. In this study basicly experimental method were used. The opinions of the primary school teachers who teach the second grade students were asked regarding reading and reading difficulties. The experimental study was conducted on one experimental group and one control group from three sosioeconomic status. Affective approach were used in the three experimental groups during reading training. Traditional methods were used in three control groups. Additionally, the opinions of students and their parents were asked by means of surveys. Data were collected by using teacher questionnaire, parent questionnaire, student interview form, oral reading texts and observation check list which were developed for this purpose. Percentage, frequency, t- test, analysis of variance, Fischer LSD Test were used to analyze the data. The research results indicate that at the beginning of the second grade the number of the students who do not know reading (41 %) and who have reading difficulties (71 %) are very high. Reading speed of students from Low Socio-Economic Status (SES) are found slowly than middle and higher SES groups. Additionally students from high SES groups have less reading difficulties than two other SES groups. Affective approach has an positive effect on relieving reading difficulties but less effect on reading speed.
Description
Keywords
Okuma, İlkokuma, Okuma güçlükleri, Duyuşsal yaklaşım, Reading, Beginnig reading, Reading difficulties, Affective approaches
Citation
Arslan, D. (2005). İlkokuma öğretiminde karşılaşılan güçlükler ve okumayı geliştirici duyuşsal yaklaşımlar. Yayınlanmamış doktora tezi. Uludağ Üniversitesi Sosyal Bilimler Enstitüsü.