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Okuma, anlam kurma, düşünme, değerlendirme, ilişki kurma gibi çeşitli öğelerden oluşan karmaşık bir süreçtir. Bu sürecin özünde ise okuduğunu anlama vardır. Öğrencilerin okuduğunu anlama becerilerinin geliştirilebilmeleri için okuma öncesi, sırası ve sonrasında çeşitli stratejileri kullanmaları gerekmektedir. Sınıf öğretmenleri öğrencilerin bu stratejileri kullanmalarını sağlayarak okuduğunu anlama becerisinin geliştirilmesi için uygun eğitim ortamları oluşturmalıdırlar. Bu bağlamda araştırmanın amacı, okuduğunu anlama becerisi yetersiz olan öğrencilerin bu becerilerinin geliştirilmesidir. Bu amaçla, okuduğunu anlama stratejilerinden TİÖD (Tahmin - İnceleme – Özetleme – Örgütleme - Değerlendirme) Okuduğunu Anlama Stratejisi kullanılmış ve bu stratejinin öğrencilerin okuduğunu anlama becerisi üzerindeki etkisi araştırılmıştır. Araştırma, eleştirel kuram yaklaşımı çerçevesinde aksiyon araştırması yöntemi ile yürütülmüştür. Eleştirel kuram yaklaşımı, nicel ve nitel araştırma yaklaşımlarının yöntemlerinden etkin olarak yararlanır. Bu kuram içerisinde kullanılan aksiyon araştırmasının temel amacı, herhangi durumu geliştirmektir. Araştırmada veri toplama aracı olarak günlük ve doğal gözlemlerden yararlanılmıştır. Araştırmanın örneklemini Kars iline bağlı bir ilköğretim okuluna devam eden üç öğrenci oluşturmaktadır. Örneklem tekniği ise olasılık dışı örnekleme kapsamında tipik durum örneklemesidir. Araştırmada her gün bir çalışma olmak koşuluyla toplamda 22 günlük çalışma yapılmıştır. Araştırma sonucunda, TİÖD okuduğunu anlama stratejisinin öğrencilerin okuduğunu anlama becerisini geliştirdiği sonucuna ulaşılmıştır. Araştırmanın, sınıf öğretmenlerine, okuduğunu anlama becerisi yetersiz olan öğrencilerin bu becerilerini nasıl geliştirecekleri konusunda ışık tutabileceği düşünülmektedir.
It is a complex process consisting of various elements such as reading, making sense, thinking, evaluating, establishing relationships. In this process, it means that you read it. Students need to use a variety of strategies before, in order and after reading to develop their understanding skills. Class teachers should create appropriate educational environments to improve their understanding of what they read by enabling students to use these strategies. In this context, the purpose of the research is to develop these skills for students who have insufficient skills to understand what they read. For this purpose, the Understanding Strategy was used from the understanding strategies of what it is reading and the impact of this strategy on the ability of students to understand what they are reading was studied. The research is carried out by action research method in the framework of the critical theory approach. The critical theory approach effectively benefits from the methods of quantitative and qualitative research approaches. The main objective of the action research used in this theory is to improve any situation. The research has taken advantage of daily and natural observations as a tool for data collection. The examples of the study are made up of three students continuing to a primary school connected to the province of Kars. The sample technique is a typical case sample in the framework of unlikely sample. The study was conducted for a total of 22 days of study each day. The research has found that the understanding strategy of reading has developed the ability of students to understand what they read. It is believed that the research could keep the teachers of the classroom light on how students with insufficient understanding of what they read will develop these skills.
Reading is a complex processes including components such as meaning making, thinking, evaluating, and relating. Behind this processes, reading comprehension resides. Pupils are expected to use various strategies behind, during and after reading in order to develop their reading comprehension skills. Primary school teachers are also expected to create convenient environments to develop pupils’ reading comprehension skills. The purpose of this study is to develop deficient pupils’ understanding skill of reading comprehension. With this purpose, PRSOE (Predicting-Reviewing-Summarizing-Organizing-Evaluating), one of the strategies of reading comprehension is used, and the effect of this strategy on pupils’ skill of reading comprehension is investigated accordingly. The study is carried out by means of an action research, which is one of the methods of critical theory research approach. Critical theory approach uses both the methods of quantitative and qualitative research approaches. The basic aim of action research, which is used in this approach, is to improve any situations. Diaries and natural observations are used as research tools. The sample of the study is three deficient pupils who are studying in a primary school located in the city of Kars. The sample is nonrandom in which simple random sampling is used. The duration of the study is 22 working days. The study has reached to a conclusion that the strategy of PRSOE has positive effect on deficient pupils’ understandings kills of reading. It is hoped that the study can put lights on the topic of how to develop deficient pupils’ understandings kills of reading for primary school teachers.
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