İTO/AGSCÖ bilişsel stratejisine dayalı okuduğunu anlama becerileri öğretiminin zihinsel yetersizliği olan öğrencilerin okuma becerisine etkisinin incelenmesi
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Dosyalar
Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Necmettin Erbakan Üniversitesi, Eğitim Bilimleri Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Okuma ve anlama becerilerinin, nitelikli bir şekilde geliştirilmesi ve zihinsel süreçlerde etkin olarak kullanılabilmesi için erken yaşlardan itibaren okuma ve okuduğunu anlama becerilerini geliştirecek stratejilere yönelik uygulamalı eğitimlere ihtiyaç vardır. Özellikle zihinsel yetersizliği olan öğrencilerin okuduklarını anlamada büyük zorluklar yaşadıkları bildirilmektedir. Bu araştırmada geliştirilen İTO/AGSCÖ (incele-tahmin etoku (başlığı, soruları ve metni oku)-anahtar kelimelerin altını çiz-göz gezdir-soru sor-cevapla-özetle) bilişsel stratejilere dayalı okuduğunu anlama becerileri öğretiminin hafif düzey zihinsel yetersizliği olan öğrencilerin anlama becerisine etkisinin incelenmesi amaçlanmıştır. Ayrıca öğrencilerin stratejileri farklı türdeki metinlere genelleyebilme ve okuduğunu anlama becerisine etkisi, strateji kullanımının öğretimden sonraki 2., 4. ve 6. hafta sürdürülebilmesindeki kalıcılığı ve okuduğunu anlama becerisinin sürdürülmesindeki kalıcılığına etkisi araştırılmıştır. Araştırma keşfedici sıralı karma yöntem modeli ile desenlenmiştir. Araştırma, özel eğitim ortaokulunda öğrenim gören, beşinci ve altıncı sınıf, hafif düzey zihin yetersizliği tanısı bulunan, üç öğrenci ve bu öğrencilerle çalışan altı öğretmen ile yürütülmüştür. Araştırmada nitel veriler toplanarak bu verilerden elde edilen sonuçlar, nicel araştırma boyutunda kullanıldığı desenden oluşturulmuştur. Araştırmada kullanılacak stratejilerin belirlenmesi amacıyla katılımcı olarak seçilen öğrencilerin öğretmenlerinin eğitimlerinde kullandıkları okuduğunu anlama stratejileri betimsel analiz tekniğiyle belirlenmiştir. Elde edilen nitel veri sonuçları ve literatürde yer alan bilişsel okuma stratejileri dikkate alınarak zihinsel yetersizliği olan öğrencilerin öğrenme özelliklerine göre uyarlanarak İTO/AGSCÖ stratejileri geliştirme sürecinde oluşturulan taslak form uzman görüşüne sunulmuştur. Özel eğitim alanında doktorasını tamamlamış iki uzmandan maddelerin uygunluğuna ilişkin görüş alınmış ve uzmanlar arası görüş uyumu iç tutarlılığı Cohen Kappa tekniği ile test edilmiştir. Elde edilen Kappa değerinin 0,84 (0,81-1,00 arası mükemmel uyum) olduğu görülmüştür. İTO/AGSCÖ stratejileri öğretiminin etkililiği, tek denekli araştırma desenlerinden katılımcılar arası yoklama denemeli çoklu yoklama modeli ile planlanmış ve etki büyüklüğü hesaplaması gerçekleştirmek için Örtüşmeyen Veri Yüzdesi analizi ve Tau-U analiz tekniği kullanılmıştır. Stratejilerin öğretimi açık anlatım yöntemiyle gerçekleştirilmiş ve her öğretim sonunda metne ilişkin sorulara verilen doğru cevap sayıları grafiğe işlenmiştir. Genelleme verileri ön test-son test modeliyle toplanmış ve veriler sütun grafiği üzerinde gösterilerek analiz edilmiştir. Araştırmada, katılımcıların metin okuma sürecinde strateji kullanımlarını değerlendirmek amacıyla, öğretim öncesi ve sonrası strateji kullanımlarına ilişkin toplanan veriler ve öğretimin sosyal geçerlik verileri betimsel analiz ile değerlendirilmiştir. Araştırmanın sonuçlarına göre; hafif düzey zihin yetersizliği olan öğrencilerin metin okuma sürecinde İTO/AGSCÖ stratejileri öğretimi, okuduğunu anlama becerisini geliştirmede etkili olduğu görülmüştür. Öğrencilerin farklı metin türlerini okuma sürecinde İTO/AGSCÖ stratejileri kullanımlarını genelleyebildikleri, farklı metin türlerini anlama becerilerinde etkili olduğu, strateji kullanımını öğretim sona erdikten sonraki izleme oturumlarında sürdürmelerinde ve okuduğunu anlama becerileri üzerinde kalıcı olduğu sonucuna ulaşılmıştır. Sosyal geçerlik verilerine göre öğrencilerin ve öğretmenlerin uygulamayı etkili ve uygulanabilir buldukları sonucuna ulaşılmıştır. Araştırmanın son kısmında bulgular ilgili alanyazın çerçevesinde tartışılmış, araştırmalar ve uygulamalar için öneriler sunulmuştur.
In order to develop reading and comprehension skills in a qualified manner and to use them effectively in mental processes, there is a need for practical training on strategies that will develop reading and reading comprehension skills from an early age. It is reported that students with intellectual disabilities in particular experience great difficulties in understanding what they are reading. The aim of this research is to investigate the effect of teaching reading comprehension skills based on ITO/AGSCÖ (analyze-guess-read (read the title, questions and text)-underline keywords-browse-ask a question-answer-summary) cognitive strategies developed in this study on the reading skills of students with mild intellectual disability. In addition, the effect of students' ability to generalize strategies to different types of texts and reading comprehension, the permanence of strategy use in maintaining 2, 4 and 6 weeks after teaching, and the effect of permanence on maintaining reading comprehension skills were investigated. The research is patterned with exploratory sequential mixed method model. The research was conducted with three students who were studying at a special education secondary school, fifth and sixth grade, diagnosed with mild mental impairment, and six teachers who worked with these students. By collecting qualitative data in the research, the results obtained from these data were formed from the pattern used in the quantitative research dimension. In order to determine the strategies to be used in the research, the reading comprehension strategies used by the teachers of the students selected as participants in their education were determined by the descriptive analysis technique. Taking into account the qualitative data results obtained and the cognitive reading strategies contained in the literature, the draft form created during the ITO/AGSCÖ strategies development process has been presented to the expert opinion by adapting it to the learning characteristics of students with intellectual disabilities. Opinions were received from two experts who completed their doctorate in the field of special education regarding the suitability of the items, and the internal consistency of the agreement between experts was tested with the Cohen Kappa technique. It was observed that the Kappa value obtained was 0.84 (Perfect agreement between 0.81-1.00). The effectiveness of teaching ITO/AGSCÖ strategies was planned with a multiple probe model between participants, one of the single-subject research designs, and Percent Non-Overlapping Data analysis and Tau-U analysis technique were used to calculate the effect size. The teaching of the strategies was carried out with the method of explicit expression and at the end of each teaching, the number of correct answers to the questions about the text was plotted on the graph. Generalization data were collected with the pretest-posttest model and the data were analyzed by showing them on a column chart. In the study, in order to evaluate the strategy use of the participants in the text reading process, the data collected on the strategy use before and after the instruction and the social validity data of the instruction were evaluated with descriptive analysis. According to the results of the research; It has been seen that teaching ITO/AGSCÖ strategies in the text reading process of students with mild intellectual disability is effective in improving their reading comprehension skills. It was concluded that the students were able to generalize their use of ITO/AGSCÖ strategies in the process of reading different text types, it was effective in their ability to understand different text types, they continued the strategy use in the follow-up sessions after the end of the instruction and their reading comprehension skills were permanent. According to the social validity data, it was concluded that the students and teachers found the application effective and applicable. In the last part of the study, the findings were discussed within the framework of the relevant literature, and suggestions were presented for research and applications.
In order to develop reading and comprehension skills in a qualified manner and to use them effectively in mental processes, there is a need for practical training on strategies that will develop reading and reading comprehension skills from an early age. It is reported that students with intellectual disabilities in particular experience great difficulties in understanding what they are reading. The aim of this research is to investigate the effect of teaching reading comprehension skills based on ITO/AGSCÖ (analyze-guess-read (read the title, questions and text)-underline keywords-browse-ask a question-answer-summary) cognitive strategies developed in this study on the reading skills of students with mild intellectual disability. In addition, the effect of students' ability to generalize strategies to different types of texts and reading comprehension, the permanence of strategy use in maintaining 2, 4 and 6 weeks after teaching, and the effect of permanence on maintaining reading comprehension skills were investigated. The research is patterned with exploratory sequential mixed method model. The research was conducted with three students who were studying at a special education secondary school, fifth and sixth grade, diagnosed with mild mental impairment, and six teachers who worked with these students. By collecting qualitative data in the research, the results obtained from these data were formed from the pattern used in the quantitative research dimension. In order to determine the strategies to be used in the research, the reading comprehension strategies used by the teachers of the students selected as participants in their education were determined by the descriptive analysis technique. Taking into account the qualitative data results obtained and the cognitive reading strategies contained in the literature, the draft form created during the ITO/AGSCÖ strategies development process has been presented to the expert opinion by adapting it to the learning characteristics of students with intellectual disabilities. Opinions were received from two experts who completed their doctorate in the field of special education regarding the suitability of the items, and the internal consistency of the agreement between experts was tested with the Cohen Kappa technique. It was observed that the Kappa value obtained was 0.84 (Perfect agreement between 0.81-1.00). The effectiveness of teaching ITO/AGSCÖ strategies was planned with a multiple probe model between participants, one of the single-subject research designs, and Percent Non-Overlapping Data analysis and Tau-U analysis technique were used to calculate the effect size. The teaching of the strategies was carried out with the method of explicit expression and at the end of each teaching, the number of correct answers to the questions about the text was plotted on the graph. Generalization data were collected with the pretest-posttest model and the data were analyzed by showing them on a column chart. In the study, in order to evaluate the strategy use of the participants in the text reading process, the data collected on the strategy use before and after the instruction and the social validity data of the instruction were evaluated with descriptive analysis. According to the results of the research; It has been seen that teaching ITO/AGSCÖ strategies in the text reading process of students with mild intellectual disability is effective in improving their reading comprehension skills. It was concluded that the students were able to generalize their use of ITO/AGSCÖ strategies in the process of reading different text types, it was effective in their ability to understand different text types, they continued the strategy use in the follow-up sessions after the end of the instruction and their reading comprehension skills were permanent. According to the social validity data, it was concluded that the students and teachers found the application effective and applicable. In the last part of the study, the findings were discussed within the framework of the relevant literature, and suggestions were presented for research and applications.
Açıklama
Doktora Tezi
Anahtar Kelimeler
Zihinsel Yetersizlik, Okuduğunu Anlama, Okuduğunu Anlama Stratejileri, Intellectual Disability, Reading Comprehension, Reading Comprehension Strategies
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Tepe, A. (2023). İTO/AGSCÖ bilişsel stratejisine dayalı okuduğunu anlama becerileri öğretiminin zihinsel yetersizliği olan öğrencilerin okuma becerisine etkisinin incelenmesi. (Yayımlanmamış doktora tezi). Necmettin Erbakan Üniversitesi, Eğitim Bilimleri Enstitüsü Özel Eğitim Anabilim Dalı, Konya.
