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Bu araştırma ilkokul 3. Sınıf öğrencilerinin okuma güçlüklerini gidermede kelime tekrar tekniğinin etkisini incelemek amacıyla yapılmıştır. Araştırma Kahramanmaraş’ın Dulkadiroğlu ilçesinde bir ilkokulda 3. Sınıf öğrencilerinden seçilen 3 öğrenci üzerinde yapılmıştır. Seçilen öğrenciler okuma güçlüğü yaşayan öğrencilerdir. Bu öğrencilerin okumaya engel olacak herhangi bir fiziksel ve zihinsel sorunu bulunmamaktadır. Bu öğrencilerin okuma seviyelerini belirlemek için 3. Sınıf Türkçe ders kitabından daha önce okumadıkları bir okuma metni okutulmuştur. Öğrencilerin okumaları ses kayıt cihazıyla kaydedilmiştir. Öğrencilerin okuma seviyeleri hata analizi envanterine göre hesaplanmıştır. Ayrıca öğrencilere 3 adet basit, 3 adet te derinlemesine olmak üzere toplam 6 adet okuduğunu anlama sorusu sorulmuştur. Yapılan ön değerlendirme sonucunda 3 öğrencinin de okuma seviyesinin endişe düzeyinde olduğu, çok sayıda sesli okuma hatası yaptıkları ve okuduğunu anlama oranının çok düşük olduğu tespit edilmiştir. Okuma seviyesi belirlenen bu öğrencilere kelime tekrar tekniği kullanılarak 3 ay bireysel okuma eğitimi verilmiştir. Öğretim 40 dakikalık dersler şeklindedir. Her oturum 2 ders saatini kapsayacak biçimde planlanmıştır. Araştırma 24 oturumda tamamlanmıştır. Öğrencilere araştırma boyunca 24 adet hikâye türü metin okutulmuştur. Kelime tekrar tekniği ile toplam 48 saat bireysel eğitim verilmiştir. Öğrencilere okutulan tüm metinler Talim Terbiye Kurulu Bakanlığınca onaylı 3. Sınıf Türkçe ders kitaplarından seçilmiştir. Her oturumdan sonra metnin bir kopyası ailesiyle birlikte okuması için öğrenciye verilmiştir. Araştırmasının sonucunda 3 öğrencinin de endişe düzeyinde olan okuma seviyesinin serbest düzeye çıktığı görülmüştür.
This study is 3. It was done in order to investigate the effects of the word-re-technology in addressing the reading difficulties of classmates. The study was carried out in a first-early school of Kahramanmaraş's Dulkadiroğlu district. Three students were selected from the classroom. The selected students are students who experience difficulty reading. There are no physical and mental problems that will prevent these students from reading. 3. to determine the level of reading of these students. It is a text that they have not read before from the classroom. Students’ readings are recorded by the audio recording device. Students’ reading levels are calculated according to the error analysis inventory. The students were also asked to understand that they read a total of 6 pieces, 3 simple and 3 deep. The preliminary assessment found that the level of reading of 3 students was at an worries level, the percentage of understanding that they made a lot of voice reading errors and they read was very low. These students have been given 3 months of individual reading training using the word repetition technique. The lesson is in the form of 40 minutes. Each session is scheduled to cover 2 hours of lessons. The study was completed in 24 sessions. During the study, students were taught 24 stories. A total of 48 hours of individual training was provided with the word repetition technique. Students are approved by the Ministry of Education 3. The class was selected from the Turkish class books. After each session, a copy of the text was given to the student to read with his family. The study found that the level of reading of three students was at an uncertain level.
This research was made for the purpose of examination the effect of word drill technique on improving the reading difficulties of primary school third grade students. The research was made on 3 students selected from 3rd grade students in a primary school in Dulkadiroğlu district of Kahramanmaraş. Selected students have reading difficulties. These students do not have any physical and mental problems that will prevent them from reading. It was read the students a reading text selected from the 3rd grade Turkish textbook that they had not read before. The students' readings were recorded with a voice recorder. The reading levels of the students were calculated according to the error analysis inventory. In addition, the students were asked a total of 6 reading comprehension questions, 3 simple and 3 in-depth. As a result of the preliminary evaluation, it was determined that the reading level of all 3 students was at the frustration Level, they made many oral reading mistakes and the reading comprehension rate was very low. These students, whose reading level was determined, were given 3 months of individual reading training using the word drilltechnique. Reading education is in the form of 40-minute lessons. Each session is planned to cover 2 lessons hours. The research was completed in 24 sessions. During the research, 24 story-type texts were read to the students. Total of 48 hours of individual reading training was given with word drill technique. All texts taught to students were selected from 3rd grade Turkish textbooks approved by the Ministry of Education. After each session, a copy of the text is given to the student to read with his family. As a result of the research, it was seen that the reading level, which was at the frustration level of 3 students, increased to the Independent level.
Alan : Sosyal, Beşeri ve İdari Bilimler
Dergi Türü : Uluslararası
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