Ortaokul öğrencilerinin yaşadığı okuma güçlükleri: Gözlem odaklı bir çalışma
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Tarih
2024
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Mehmet KURUDAYIOĞLU
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmada ortaokul öğrencilerinin yaşadığı okuma güçlüklerinin derinlemesine incelenmesi amaçlanmıştır. On iki hafta süren bir çalışma yapılmıştır. Çalışma Aksaray ili Merkez ilçesinde bulunan bir ortaokulda okuma güçlüğü çeken dört ortaokul öğrencisiyle gerçekleştirilmiştir. Verilerin toplanmasında nitel araştırma yöntemlerinden gözlem yöntemi tercih edilmiştir. Öğrencilerin Türkçe dersindeki okuma süreçleri on hafta boyunca gözlemlenmiştir. Okuma güçlüğü çeken öğrencilerin okuma düzeyleri, okuma sırasında sergilemiş olduğu davranışlar, okuma hataları, okumalarına sınıf arkadaşlarının tepkisi belirlenerek süreç sonunda okuma güçlüğü çeken öğrencilerin okuma düzeylerinde bir değişiklik olup olmadığı incelenmiştir. Gözlemler doğrultusunda okuma güçlüğü çeken öğrencilerin okuma düzeylerinin endişe düzeyinde olduğu, okuma sırasında bazı istendik ve istenmedik davranışlarda bulundukları, okuma hatalarından atlama, ekleme, tekrar etme, yanlış sözcük okuma, harf hatası, heceleme, noktalama işaretlerine dikkat etmeme, parmakla takip gibi okuma hatalarını yaptıkları, sınıf arkadaşlarının okuma güçlüğü çeken öğrencilerin okumaları sırasında çeşitli davranışlar sergiledikleri ve Türkçe dersi işleniş sürecinde yer alan okuma etkinliklerinin okuma güçlüğü çeken öğrencilerin okuma becerilerini iyileştirme sürecinde yetersiz olduğu sonuçlarına ulaşılmıştır.
This study aimed to examine the reading difficulties experienced by lower secondary school students in depth. For this purpose, a study lasting twelve weeks was conducted. The study was carried out on four students having reading difficulties in a lower secondary school in the central district of Aksaray province. The observation method, a qualitative research method, was used for data collection. The students’ reading in their Turkish language lessons was observed for ten weeks. As a result of the observations, the reading levels of the students with reading difficulties, the behaviors exhibited during reading, reading errors, and the reaction of their classmates to their reading were determined and it was examined whether there was a change in the reading levels of the students with reading difficulties at the end of the process. The observations indicated that the reading limits of the students with reading difficulties within the scope of the observations target were at the dimention of anxiety dimensions; they engaged with some desirable and undesirable behaviors during reading; and they made reading errors such as skipping, adding, repeating, misreading, spelling mistakes, not paying attention to punctuation marks, and finger tracking; their classmates exhibited various behaviors during their acts of reading due to their difficulty in reading and that reading activities included in Turkish language classes were insufficient for improving reading skills of the students with reading difficulties.
This study aimed to examine the reading difficulties experienced by lower secondary school students in depth. For this purpose, a study lasting twelve weeks was conducted. The study was carried out on four students having reading difficulties in a lower secondary school in the central district of Aksaray province. The observation method, a qualitative research method, was used for data collection. The students’ reading in their Turkish language lessons was observed for ten weeks. As a result of the observations, the reading levels of the students with reading difficulties, the behaviors exhibited during reading, reading errors, and the reaction of their classmates to their reading were determined and it was examined whether there was a change in the reading levels of the students with reading difficulties at the end of the process. The observations indicated that the reading limits of the students with reading difficulties within the scope of the observations target were at the dimention of anxiety dimensions; they engaged with some desirable and undesirable behaviors during reading; and they made reading errors such as skipping, adding, repeating, misreading, spelling mistakes, not paying attention to punctuation marks, and finger tracking; their classmates exhibited various behaviors during their acts of reading due to their difficulty in reading and that reading activities included in Turkish language classes were insufficient for improving reading skills of the students with reading difficulties.
Açıklama
Anahtar Kelimeler
Okuma Güçlüğü, Okuma Sorunları, Zayıf Okur, Gözlem, Reading Difficulties, Reading Problems, Poor Reader
Kaynak
Ana Dili Eğitimi Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
12
Sayı
2
