Özet:

The aim of this study is to study the impact of the combination of the processes of eliminating (reducing the ipoch) and the processes of providing explicit clues on the ability of children to solve oral problems with children diagnosed with learning difficulties. In the study, a multi-destruction model was used to attempt inter-party elimination from single-destruction research models. The research-dependent variable is the percentage of the correct answers that students give to oral problems. The independent variable of the research is the joint implementation of process processes of deletion from solved sample types and providing explicit clues. The study group has been diagnosed with learning difficulties, a coaching student and continues to a private educational center in Istanbul, two of them are 11 and one is 12 years old and three girls. To evaluate the impact of solved samples on solving mathematical problem, collective elimination, daily elimination, teaching, monitoring and generalization sessions were organized. Graphic analysis was used in the analysis of the data obtained in the study. The study has collected both the data of inter-observator reliability and the data of application reliability. The study’s inter-observator reliability is 100% for the starting level, 100% for the teaching sessions, and 100% for the monitoring and generalization sessions. The application reliability of the research is 100% for the starting level, 100% for the teaching sessions, 100% for the monitoring and generalization sessions. Research findings show that the combined use of process processes of deletion from solved samples and illustrative tips is effective in the ability to solve verbal problems in all students participating in the study, and that the durability of those learned is retained 2.3,4 weeks after the end of the teaching. During the generalization sessions with a different practitioner, all students answered the oral questions asked 100% correctly.

Anahtar Kelimeler: