Elementary Classroom Teachers’ Reading Practices: Strategy Instruction and Comprehension

Seyit ATEŞ, (Boş)
Kasım YILDIRIM (Boş)
İlköğretim Online (elektronik)
3 1
Yıl: 2014 Cilt: 13 Sayı: 1 Sayfa Aralığı: 235 - 257 Metin Dili: Türkçe İndeks Tarihi: 29-07-2022

Elementary Classroom Teachers’ Reading Practices: Strategy Instruction and Comprehension

Öz:
Bu araştırma sınıf öğretmenlerinin Türkçe dersindeki sınıf içi uygulamalarında ne tür okuma etkinlikleri gerçekleştirdikleri ve anlama sürecine yönelik strateji öğretimine yer verip vermediklerini ortaya koymak amacıyla gerçekleştirilmiştir. Çalışma betimsel bir durum saptaması niteliğindedir. Araştırma Kırşehir ili merkez ilçesindeki ilköğretim okullarında görevli 11 sınıf öğretmeni ile gerçekleştirilmiştir. Araştırmada veri toplamak amacı ile yapılandırılmış katılımlı olmayan gözlemler kullanılmıştır. Elde edilen veriler öğretmenlerin sınıflarında en çok sırayla okuma etkinliklerine yer verdiklerini ve sistematik bir strateji öğretim sürecini anlama öğretimlerinde kullanmadıklarını göstermiştir. Elde edilen bulgular ilgili literatür doğrultusunda tartışılmış ve geleceğe yönelik önerilerde bulunulmuştur.
Anahtar Kelime:

Konular: Eğitim, Eğitim Araştırmaları Matematik

Sınıf Öğretmenlerinin Okuma Becerisine Yönelik Uygulamaları: Strateji Öğretimi ve Anlama

Öz:
Bu araştırma sınıf öğretmenlerinin Türkçe dersindeki sınıf içi uygulamalarında ne tür okumaetkinlikleri gerçekleştirdikleri ve anlama sürecine yönelik strateji öğretimine yer verip vermedikleriniortaya koymak amacıyla gerçekleştirilmiştir. Çalışma betimsel bir durum saptaması niteliğindedir.Araştırma Kırşehir ili merkez ilçesindeki ilköğretim okullarında görevli 11 sınıf öğretmeni ilegerçekleştirilmiştir. Araştırmada veri toplamak amacı ile yapılandırılmış katılımlı olmayan gözlemlerkullanılmıştır. Elde edilen veriler öğretmenlerin sınıflarında en çok sırayla okuma etkinliklerine yerverdiklerini ve sistematik bir strateji öğretim sürecini anlama öğretimlerinde kullanmadıklarınıgöstermiştir. Elde edilen bulgular ilgili literatür doğrultusunda tartışılmış ve geleceğe yönelik önerilerdebulunulmuştur.
Anahtar Kelime:

Konular: Eğitim, Eğitim Araştırmaları Matematik
Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık
  • Afflerbach, P., Pearson, P.D., & Paris, S.G. (2008). Clarifying differences between reading skills and reading strategies. The Reading Teacher, 61, 364-373.
  • Akyol, H., & Ulusoy, M. (2010). Pre-service teachers’ use of reading strategies in their own reading and future classrooms. Teaching and Teacher Education, 26, 878-884.
  • Applegate, A. J., & Applegate, M. D. (2010). A study thoughtful literacy and the motivation to read. The Reading Teacher, 64, 226-234.
  • Ateş, S. (2011). İlköğretim beşinci sınıf Türkçe dersi öğrenme-öğretme sürecinin anlama öğretimi açısından değerlendirilmesi. Yayınlanmamış doktora tezi, Gazi Üniversitesi, Ankara.
  • Baker, W., & Boonkit, K. (2004). Learning strategies in reading and writing: EAP Contexts. RELC Journal, 35, 299-328.
  • Bandura, A. (1986). Social Foundations of thought and action. Englewood Cliffs, NJ: Prentice Hall.
  • Beck, C. T. (1997). Humor in nursing practice: A Phenomenological study. Int. J. Nurs. Stud. 34, 346- 352.
  • Block, C. C. (2005). What ere metacognitive assessments. In S.E. Israel, C.C. Block, K.L. Bauserman, and K. Kinnucan-Welsch (Eds.), Metacognition in literacy learning: Theory, assessment, instruction, and professional development (pp. 83-101). Mahwah, NJ: Earlbaum.
  • Block, C. C., & Pressley, M. (2007). Best practices in teaching comprehension. In L.B Gambrell, L.M. Morrow, and M. Pressley (Eds.), Best practices in literacy instruction (pp. 220-242). New York: Guilford Publications.
  • Block, C. C., Parris, S. R., Reed, K.L., Whiteley, C. S., & Cleveland, M. D. (2009). Instructional approaches that significantly increase reading comprehension. Journal of Educational Psychology, 101, 262–281.
  • Carrell, P., Gajdusek, L., & Wise, T. (1998). Metacognition and EFL/ESL reading. Instructional Science, 26, 97-112.
  • Chall, J. S. (1996). Stages of reading development (2nd ed.). Fort worth, TX: Harcourt-Brace. Chomsky, C. (1976). After decoding: What? Language Arts, 53, 288-296.
  • Clark, J. M., & Paivio, A. (1991). Dual coding theory and Education. Educational Psychology Review, 3, 149-210.
  • Connor, C. M., Morrison, F. J., Fishman, B., Giuliani, S., Luck, M., Underwood, P. S., et al. (2011). Testing the impact of child characteristics on third graders’ reading comprehension by differentiating literacy instruction. Reading Research Quarterly, 46, 189-221.
  • Connor, C. M., Piasta, S. B., Fishman, B., Glasney, S., Schatschneider, C., Crowe, E., et al. (2009). Individualizing student instruction precisely: Effects of child X instruction interactions on first graders’ literacy development. Child Development, 80, 77–100.
  • Cox, B. (1997). The rediscovery of the active learner in adaptive contexts: A developmental-historical analysis of transfer of training. Educational Psychologist, 32, 41-55.
  • Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches. London: Sage Publications, Inc.
  • Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (Second edition). New Jersey: Pearson Education, Inc.
  • Creswell, J. W., & Miller, D. L. (2000). Determining validty in qualitative inqury. Theory into Practice, 39, 124-130.
  • Cromley, J. G., & Azevedo, R. (2007). Testing and refining the direct and inferential mediation model of reading comprehension. Journal of Educational Psychology, 99, 311–325.
  • Duffy, G. G. (1993a). Teachers’ progress toward becoming expert strategy teachers. The Elementary School Journal, 94, 109-120.
  • Duffy, G. G. (1993b). Rethinking strategy instruction: Four teachers’ development and their low achievers’ understandings. Elementary School Journal, 93, 231-247.
  • Duffy, G. G. (2005). Developing metacognitive teachers: Visioning and the expert’s changing role in teacher education and professional development. In S.E. Israel, C.C. Block, K.L. Bauserman, and K. Kinnucan-Welsch (Eds.), Metacognition in literacy learning: Theory, assessment, instruction, and professional development (pp. 299-315). Mahwah, NJ: Earlbaum.
  • Durkin, D. (1993). Teaching them to read (Sixth edition). Boston: Allyn & Bacon.
  • Durkin, D. (1978). What classroom observations reveal about reading instruction. Reading Research Quarterly 14, 481-533.
  • Education, Audiovisual & Culture Executive Agency. (2011). Teaching reading in Europe: Contexts, policies and practices. (Pub. No. EACEA P9 Eurydice). Brussels: Author.
  • Fraenkel J. R., & Wallen, N. E. (1996). How to design and evaluate research in education. New York: McGraw-Hill.
  • Garner, R. (1990). When children and adults do not use learning strategies: Toward a theory of settings. Review of Educational Psychology, 60, 517-529.
  • Guba, E. G., & Lincoln, Y. S. (1989). Fourth generation evaluation. California: Sage Publications.
  • Guthire, J. T., Wigfield, A., Metsala, J. L., & Cox, K. E. (1999). Motivational and cognitive predictors of text comprehension and reading amount. Scientific Studies of Reading, 3, 231-256.
  • Haverback, H. R., & Parault, S. (2008). Pre-service reading teacher efficacy and tutoring: A review. Educational Psychological Review, 20, 237-255.
  • Jolliffe, W. (2007). Cooperative learning in the classrooms. London: Paul Chapman Publishing.
  • Levin, J. R. (1973). Inducing comprehension in poor readers: A test of a recent model. Journal of Educational Psychology, 65, 9-24.
  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury, California: Sage Publications, Inc.
  • Marcell, B. (2007). Traffic light reading: Fostering the independent usage of comprehension strategies with informational text. The Reading Teacher, 60, 778-781.
  • Mays, N., & Pope, C. (1995). Observational methods in health care settings. British Medical Journal, 311, 182-184.
  • McKeown, R. G., & Gentilucci J. L. (2007). Think-Aloud strategy: Metacognitive development and monitoring comprehension in the middle school second-language classroom. Journal of Adolescent & Adult Literacy, 51, 136-147.
  • McNamara, D. S. (2004). SERT: Self explanation reading training. Discourse Processes, 38, 1-30.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. London: Sage Publications.
  • Miller, J., & Schwanenflugel, P. J. (2008). A longitudinal of the development of reading prosody as a dimension of oral reading fluency in early elementary school children. Reading Research Quarterly, 43, 336-354.
  • Miller, M., & Veatch, N. (2010). Teaching literacy in context: Choosing and using instructional strategies. The Reading Teacher, 64, 154-165.
  • Moyle, W. (2002). Methodological issues in nursing research: Unstructured interviews: challenges when participants have a major depressive illness. Journal of Advanced Nursing, 39, 266-273.
  • Mulhall, A. (2003). Methodological issues in nursing research: In the field: Notes on observation in qualitative research. Journal of Advanced Nursing, 41, 306-313.
  • National Assessment Governing Board. (2006). Reading framework for the 2007 National Assessment of Educational Progress. Washington, DC: U.S. Department of Education.
  • National Reading Panel. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute of Child Health and Human Development.
  • Opitz, M. F., & Rasinski, T. V. (2008). Good–bye round robin (Second edition). Portsmouth: Heinemann.
  • Organisation for Economic Co-operation and Development. (2010). PISA 2009 results: What students know and can do. Retrieved from http://dx.doi.org/10.1787/9789264091450-en Palincsar, A. S., Brown, A.L., & Martin, S. M. (1987). Peer interaction in reading comprehension instruction. Educational Psychologist, 22, 231-253.
  • Paris, S. G. (2005). Reinterpreting the development of reading skills. Reading Research Quarterly, 40, 184-202.
  • Paris, S. G., & Jacobs, J. E. (1984). The benefits of informed instruction for children’s reading awareness and comprehension skills. Child Development, 55, 2083-2093.
  • Paris, S. G., Cross, D. R., & Lipson, M. Y. (1984). Informed strategies for learning: A program to improve children’s reading awareness and comprehension. Journal of Educational Psychology, 76, 1239-1252.
  • Paris, S. G., Lipson, M. Y., & Wixson, K. K. (1983). Becoming a strategic reader. Contemporary Education Psychology, 8, 293-316.
  • Paris, S.G., & Flukes, J. (2005). Assessing children’s metacognition about strategic reading. In S.E.
  • Israel, C.C. Block, K.L. Bauserman, and K. Kinnucan-Welsch (Eds.), Metacognition in literacy learning: Theory, assessment, instruction, and professional development (pp. 121-141). Mahwah, NJ: Erlbaum.
  • Pearson, P. D. (2009). The roots of reading comprehension. In S.E. Israel, and G.G. Duffy (Eds.), Handbook of research on reading comprehension (pp. 3-31). New York: Routledge.
  • Perfetti, C. A. (2008, April). Reading comprehension: A conceptual framework from word meaning to text meaning. Paper presented at the Assessing Reading in the 21st Century Conference, Philadelphia.
  • Pressley, M. (2006). Reading Instruction that works: The case for balanced teaching (Third edition). New York: Guilford Press.
  • RAND Reading Study Group. (2002). Reading for understanding: Toward R&D program in reading comprehension. Santa Monica, CA: RAND.
  • Rasinski, T. V. (2004). Assessing reading fluency. Honolulu, HI: Pacific Resources for Education and Learning.
  • Rasinski, T. V. (2010). The fluent reader: Oral & silent reading strategies for building fluency, word recognition & comprehension (Second edition). New York: Scholastic.
  • Rasinski, T. V., Padak, N. D., & Fawcett, C. (2010). Teaching children who find reading difficult (Fourth edition). Boston: Allyn & Bacon.
  • Reutzel, D. R., Fawson, P. C., Smith, J. A. (2008). Reconsidering silent sustained reading: An exploratory
  • study of scaffolded silent reading. The Journal of Educational Research, 102, 37-50.
  • Rosenblatt, L. M. (2004). The transactional theory of reading and writing. In R. B. Ruddell, and N. J. Unrau (Eds.), Theoretical models and processes of reading (5th ed., p. 1363-1368). Newark, DE: International Reading Association.
  • Rosenblatt, L.M. (1978). The reader, the text, the poem: The transactional theory of the literary work. Carbondale: Southern Illinois University Press.
  • Ruddell, R. B., & Unrau, N. J. (2004). Reading as a meaning construction process: The reader, the text, and the teacher. In R. B. Ruddell, and N. J. Unrau (Eds.), Theoretical models and processes of reading (5th ed., p. 1462-1521). Newark, DE: International Reading Association.
  • Rumelhart, D. E. (2004). Toward an interactive model of reading. In R. B. Ruddell, and N. J. Unrau (Eds.), Theoretical models and processes of reading (5th ed., p. 1149-1180). Newark, DE: International Reading Association.
  • Salmerón, L., Cañas, J. J., Kintsch, W., & Fajardo, I. (2005). Reading strategies and hypertext comprehension. Discourse Processes, 40, 171-191.
  • Samuels, S. J. (1979). The methods of repeated readings. The Reading Teacher, 32, 403-408.
  • Schmitt, M. C. (2005). Measuring students’ awareness and control of strategic process. In S. E. Israel, C. C. Block, K. L. Bauserman, and K. Kinnucan-Welsch (Eds.), Metacognition in literacy learning: Theory, assessment, instruction, and professional development (pp. 101-121). Mahwah, NJ: Earlbaum.
  • Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1–22.
  • Slavin, R. E. (2009). Educational psychology (9th ed.). New Jersey: Pearson Education, Inc.
  • Stake, R. (1995). The art of case study research. Thousand Oaks, CA: Sage Publications.
  • Topping, K. (1989). Peer tutoring and paired reading. Combining two powerful techniques. The Reading Teacher, 42, 488-494.
  • Topping, K. J., & Bryce, A. (2004). Cross-age peer tutoring of reading and thinking: Influence on thinking skills. Educational Psychology, 24, 595-621.
  • Vygotsky, L.S. (1978). Mind in society. The development of higher mental processes. Cambridge, MA: Harvard University Press.
  • Woolfolk, A. (2007). Educational psychology (10th ed.). Boston: Pearson Education, Inc.
  • Yıldırım, K. (2010a). Nitel araştırmalarda niteliği artırma. İlköğretim Online, 9, 79-92.
  • Yıldırım, K. (2010b). İş birlikli öğrenme yönteminin okumaya ilişkin bazı değişkenler üzerindeki etkisi ve yönteme ilişkin öğrenci-veli görüşleri. Yayınlanmamış doktora tezi, Gazi Üniversitesi, Ankara.
  • Yıldırım, K., & Ateş, S. (2011). Anlama öğretiminin değişen yüzü. Eğitimci, 8, 50-53.
  • Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25, 82-91.
APA ateş s, YILDIRIM K (2014). Elementary Classroom Teachers’ Reading Practices: Strategy Instruction and Comprehension. , 235 - 257.
Chicago ateş seyit,YILDIRIM Kasım Elementary Classroom Teachers’ Reading Practices: Strategy Instruction and Comprehension. (2014): 235 - 257.
MLA ateş seyit,YILDIRIM Kasım Elementary Classroom Teachers’ Reading Practices: Strategy Instruction and Comprehension. , 2014, ss.235 - 257.
AMA ateş s,YILDIRIM K Elementary Classroom Teachers’ Reading Practices: Strategy Instruction and Comprehension. . 2014; 235 - 257.
Vancouver ateş s,YILDIRIM K Elementary Classroom Teachers’ Reading Practices: Strategy Instruction and Comprehension. . 2014; 235 - 257.
IEEE ateş s,YILDIRIM K "Elementary Classroom Teachers’ Reading Practices: Strategy Instruction and Comprehension." , ss.235 - 257, 2014.
ISNAD ateş, seyit - YILDIRIM, Kasım. "Elementary Classroom Teachers’ Reading Practices: Strategy Instruction and Comprehension". (2014), 235-257.
APA ateş s, YILDIRIM K (2014). Elementary Classroom Teachers’ Reading Practices: Strategy Instruction and Comprehension. İlköğretim Online (elektronik), 13(1), 235 - 257.
Chicago ateş seyit,YILDIRIM Kasım Elementary Classroom Teachers’ Reading Practices: Strategy Instruction and Comprehension. İlköğretim Online (elektronik) 13, no.1 (2014): 235 - 257.
MLA ateş seyit,YILDIRIM Kasım Elementary Classroom Teachers’ Reading Practices: Strategy Instruction and Comprehension. İlköğretim Online (elektronik), vol.13, no.1, 2014, ss.235 - 257.
AMA ateş s,YILDIRIM K Elementary Classroom Teachers’ Reading Practices: Strategy Instruction and Comprehension. İlköğretim Online (elektronik). 2014; 13(1): 235 - 257.
Vancouver ateş s,YILDIRIM K Elementary Classroom Teachers’ Reading Practices: Strategy Instruction and Comprehension. İlköğretim Online (elektronik). 2014; 13(1): 235 - 257.
IEEE ateş s,YILDIRIM K "Elementary Classroom Teachers’ Reading Practices: Strategy Instruction and Comprehension." İlköğretim Online (elektronik), 13, ss.235 - 257, 2014.
ISNAD ateş, seyit - YILDIRIM, Kasım. "Elementary Classroom Teachers’ Reading Practices: Strategy Instruction and Comprehension". İlköğretim Online (elektronik) 13/1 (2014), 235-257.
Sayfa Oluşturulma Tarihi
23-04-2024 3:55

İLETİŞİM

TÜBİTAK ULAKBİM TR Dizin

Yüzüncüyıl, İşçi Blokları Mahallesi

Muhsin Yazıcıoğlu Caddesi No:51/C

06530 Çankaya / ANKARA +90 (312) 298 92 00

trdizin@tubitak.gov.tr

TÜBİTAK ULAKBİM Ulusal Akademik Ağ ve Bilgi Merkezi Cahit Arf Bilgi Merkezi © Tüm Hakları Saklıdır. Gizlilik Politikası Kullanım Şartları