Etkileşimli Sesli Okuma ve SQ4R Okuma Stratejilerinin Anlamaya Etkisi: Karma Yöntem Araştırması

Beyreli, Latif

doi:10.18298/ijlet.2614

Cited by 4 publications

(2 citation statements)

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“…It was concluded that there was a significant difference between the students who were included in the interactive reading implementation in the preschool period and the students who were not included in terms of the number of correct words they read per minute, the reading time, the number of meaningless words read correctly and their reading comprehension. When the literature is examined, it has been revealed in the studies conducted by Duman (2014), Er, (2016), Karadoğan (2020), Whitehurst & et al (1988), Beyreli and Amanvermez İncirkuş (2018) and Ergül et al (2016) that the interactive reading method affects the reading comprehension skills of the students. In addition, Özbay andMelanlıoğlu (2008), Çeçen (2007) and Sever (2011) also emphasize that the interactive reading method contributes to the vocabulary and thus the intelligibility of the reading material will increase.…”

Section: Results Discussion and Suggestionsmentioning

confidence: 99%

Bir Kaynaştırma Öğrencisinin Okuma ve Dinleme Becerilerinin Geliştirilmesi: Bir Eylem Araştırması

Sönmez¹,

TOPÇAM>²,

Durmaz³

et al. 2023

Sakarya University Journal of Education

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Inclusion students, like all students, need to develop strong reading and listening skills to communicate effectively, understand instructions, and retain information. These skills are also important for their independence and future career success. Improving these skills can help inclusion students to achieve their academic, social, and professional goals. The main purpose of this research is to improve the reading and listening skills of an inclusion student studying at the 2nd grade level. For this purpose, the study was designed and conducted as an action research. First of all, the current level of the student in reading and listening skills was determined. Interactive reading and repeated reading methods were used in the intervention process. The intervention process of the study lasted for 6 weeks. In this process, 14 different children's picture books were read by the student's parents using the interactive reading method. Then, the student was allowed to read children's picture books until he reached the level of free reader. As a result of the research, it was concluded that the student made fewer reading errors than before the intervention process, the rate of word recognition and the reading prosody score increased, and the success of reading comprehension and listening comprehension improved.

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Section: Results Discussion and Suggestionsmentioning

confidence: 99%

Bir Kaynaştırma Öğrencisinin Okuma ve Dinleme Becerilerinin Geliştirilmesi: Bir Eylem Araştırması

Sönmez¹,

TOPÇAM>²,

Durmaz³

et al. 2023

Sakarya University Journal of Education

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“…It is seen that research in Turkey in recent years started to include interactive reading studies (Akoglu, Ergul and Duman, 2014;Beyreli and Incirkus, 2018;Bicakci, Er and Aral, 2018;Cengiz, 2010;Ceyhan, 2019;Cetinkaya, Oksuz, and Ozturk, 2018;Efe, 2018;Er, 2016;Erdogan, 2016;Erdogan and Akay, 2015;Erdogan, Simsek and Canbeldek, 2017;Ergul, Akoglu, Sarica, Tufan, and Karaman, 2015;Golcuk, Okur and Berument, 2015;Halat, 2017;Oncu, 2016;Simsek, 2017;Tetik, 2015;Tetik and Erdogan, 2017;Yasar, 2020;Yurtseven and Kurt, 2013). The studies carried out so far have brought to the forefront the idea that the interactive reading method supports many development areas of the individual.…”

Section: Introductionmentioning

confidence: 99%

Effect of Interactive Reading on Storytelling Skills

Durmaz¹,

Çetinkaya

2022

Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi

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This study aims to examine the effect of interactive reading activities on storytelling skills. A quasi-experimental design with pre-test post-test control group was used in the research. The research was carried out with 49 third-grade students in a public school in Şanlıurfa. The data of the study were obtained by means of a voice recorder during the process of reading aloud a picture book, which has the characteristics of a silent book, by the students in the experimental and control group via storytelling method. The implementation process of the research lasted for 12 weeks and a total of 18 children's picture books were used within the scope of interactive reading studies. According to the results obtained in line with the analysis of the data, there was no significant difference between the experimental and control groups in terms such as the number of words, word diversity and sentence meaning unit in the pre-test narrations structured by the students with the storytelling method, while there was a significant difference in the post-test storytelling scores in favour of the students within the experimental group. In line with the results obtained at the end of the research and the literature, it was concluded that interactive reading studies contributed to the development of expressive language skills in children and increased their vocabulary.

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The impact of computer‐assisted and direct strategy teaching on reading comprehension

Bulut,

Yıldız

2024

Computer Assisted Learning

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BackgroundThe use of computer‐assisted reading comprehension is of critical importance in the context of promoting effective and engaging literacy education in the digital age. It provides students with the opportunity to work at their own pace and convenience, thereby facilitating self‐directed learning and accommodating various learning preferences and schedules.ObjectivesThe objective of the study was to investigate the impact of computer‐assisted and direct strategy teaching on reading comprehension, reading comprehension self‐efficacy and reading comprehension metacognitive awareness. An experimental application based on the SQ4R strategy was conducted in the direct strategy teaching (DST) and computer‐assisted strategy teaching (CAST) programmes. In the DST group, the implementation of the SQ4R strategy was conducted through direct strategy teaching, whereas in the CAST group, the same activities were carried out with the assistance of computer‐based resources. The principal objective of the study was to evaluate the efficacy of computer‐assisted strategy instruction.MethodsThis study employed a combined sequential descriptive design, integrating qualitative and quantitative research models. The study was conducted with 61 fourth‐grade students, enrolled in three classrooms of a public school situated in the central district of Kastamonu, Turkey, which is characterised by a moderate socioeconomic level. The quantitative component of the study was designed as a pre‐test–post‐test control group experimental study. The qualitative component of the study comprised focus group interviews and observation. Two experimental groups and one control group were established in the course of this study. In the quantitative dimension of the combined sequential descriptive model, the Reading Comprehension Test, Metacognitive Reading Comprehension Scale, and Reading Comprehension Self‐Efficacy Scale were employed as data collection instruments. In order to collect data in the qualitative dimension, semi‐structured interview and observation forms were employed. Furthermore, the researcher's diaries, maintained throughout the research process, were employed as a data source. The quantitative data were analysed using the following techniques: arithmetic mean, frequency, percentage, standard deviation, ANOVA and covariance analysis (ANCOVA). A descriptive analysis was employed for the evaluation of the qualitative data.Results and ConclusionsUpon examination of the post‐test scores of the CAST, DST and control group students in the Reading Comprehension Test, it was observed that the CAST group exhibited the highest average. A statistically significant difference was also identified between the CAST group and the control group. Nevertheless, no statistically significant difference was identified between the DST group and the control group. Nevertheless, an examination of the mean scores reveals that the DST group exhibited considerably higher Reading Comprehension Test scores.

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Etkileşimli Sesli Okuma ve SQ4R Okuma Stratejilerinin Anlamaya Etkisi: Karma Yöntem Araştırması

Cited by 4 publications

References 0 publications

Bir Kaynaştırma Öğrencisinin Okuma ve Dinleme Becerilerinin Geliştirilmesi: Bir Eylem Araştırması

Bir Kaynaştırma Öğrencisinin Okuma ve Dinleme Becerilerinin Geliştirilmesi: Bir Eylem Araştırması

Effect of Interactive Reading on Storytelling Skills

The impact of computer‐assisted and direct strategy teaching on reading comprehension

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