Özetlemenin öğrencilere öğretimi

Anderson, Valenia; Babadoğan, Cem; Hidi, Suzanne

doi:10.1501/egifak_0000000704

Cited by 6 publications

(10 citation statements)

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“…In the selection of the narrative texts, the following procedure was followed: First 8 narrative texts from two textbooks decided to be used with 4th graders by the Ministry of National Education were selected. As narrative texts are easier to summarize than informative texts (Anderson et. al 1991), the study only focused on narrative texts.…”

Section: Processmentioning

confidence: 99%

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The Effect of Primary School Students Writing Attitudes and Writing Self-Efficacy Beliefs on Their Summary Writing Achievement

Bulut¹

2017

iejee

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In this study, the effect of writing attitude and writing self-efficacy beliefs on the summarization achievement of the 4 th grade primary school students was examined using the structural equation modeling. The study employed the relational survey model. The study group constructed by means of simple random sampling method is comprised of 335 fourth grade primary school students. In the collection of the research data, "Writing Self-efficacy Scale (Güneş, Kuşdemir and Bulut, 2017)", "Writing Attitude Scale (Can, 2016)" and "Summary Evaluation Form for Narrative Texts" (Bulut, 2013) were used. For the current study, the constructed hypothesis is "writing attitude and writing self-efficacy positively and significantly affect writing achievement" and thus a model was formed. In the analysis of the data, SPSS 22 and AMOS 22.0 program packages were used. As a result of the study, it was found that writing attitude and writing self-efficacy beliefs are highly correlated to each other and writing attitude and writing self-efficacy beliefs directly and significantly affect summary writing.

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Section: Processmentioning

confidence: 99%

“…Therefore, it should be taught to students by teachers. According to Anderson, Suzanne and Babadoğan (1991), in this teaching process, teachers must first choose a short and easy text. Later, longer texts can be used as students gain experience in summarizing.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Primary School Students Writing Attitudes and Writing Self-Efficacy Beliefs on Their Summary Writing Achievement

Bulut¹

2017

iejee

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“…If the number of unknown words and concepts is high, then it becomes more difficult to understand this text; accordingly, to summarize it. According to Anderson, Suzanne & Babadogan [12], selection of important ideas from narrative texts is easier than selecting them from other types of texts. The longer a text is, the more it needs to be shortened.…”

Section: Discussionmentioning

confidence: 99%

“…While 36 of the students stated that they write what they have understood while writing a summary, 27 stated that they only write the important points, 22 stated that they write the main idea, 16 stated that they pay great attention to include the subject of the text and 15 stated that they write the leading and supporting characters. When the students who said they write the summary like a composition was asked what they mean by writing like a composition, they said "I write an introduction"(S. 32),"the conclusion should be good"(S. 12),"the introduction should be short, the development should be long and the conclusion should written briefly" (S.83). Writing a summary seems to be perceived to be the same as writing a composition by 28 students.…”

Section: What Are the Opinions Of The Teachers And Students About Thementioning

confidence: 99%

“…The amount of information included in their summary gradually increases. According to Anderson, Suzanne & Babadogan [12], teachers first should select the correct text while inculcating the skill of summarizing in their students. What is meant by selecting the correct text is selecting an easy text or a text that is not very complicated because it is easy to determine the main idea on short and easy texts.…”

Section: Introductionmentioning

confidence: 99%

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Primary School Students and Teachers' Opinions about Summary Writing: A Qualitative Analysis

Bulut¹,

Akyol²

2019

ujer

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The purpose of the current study is to elicit the opinions of Turkish primary school students and teachers about summary writing. The study group of the current research was selected by means of the criterion sampling method. The study group is comprised of 85 primary school fifth grade students and 17 classroom teachers teaching these students. As the data collection tool in the current study, a semi-structured student interview form and a semi-structured teacher interview form were used. In the analysis of the collected data, the content analysis method was employed. The findings obtained have revealed that there is a considerable consistency between the students and teachers' responses. Majority of the teachers stated that they have their students write summaries regularly and then that they provide feedbacks for their students by making corrections or writing notes on their summaries. The teachers think that summarizing develops written expression to the greatest extent and teaches students how and where to use punctuation marks. The teachers also stated that they had not taken any training about summarizing at any level of their training. The students, on the other hand, stated that their summaries are only signed by the teacher or the teacher has them read their summaries. Moreover, the students think that summary writing facilitates recall, that their teachers do not give them information about how to write a summary and that they do not show them samples of summary writing.

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The Effect of Summarization Strategies Teaching on Strategy Usage and Narrative Text Summarization Success

Özdemir¹

2018

ujer

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The purpose of this study is to examine the effect of summarization strategies teaching on usage of summarization strategies and narrative text summarization success. The study was carried out in a single-group pre-test-post-test model without a control group. 35 Turkish teacher candidates participated in the study. Data was collected with Strategies for Text Summarization questionnaire, 140 summary texts which were written by teacher candidates and Text Summary Evaluation Rubric to evaluate these summaries. The experimental process of the study lasted five weeks. As a result of the analysis made, an increase in the usage of summarization strategies and a significant difference in favor of post-test in summarization success were observed. Summarization strategies whereby the most positive change is seen are "determining the main idea, starting the first sentence with an introduction sentence that expresses the subject of the main text, summarizing in accordance with subject or event order and time consistency, expressing the main idea of text in the final sentence of summary, and paying attention to the distinction between the author and the summarizer in the style of the summary text". Summarization is an indication of level of reading comprehension. For this reason, teaching of summarization strategies should be included in reading studies at all levels.

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Özetlemenin öğrencilere öğretimi

Cited by 6 publications

References 0 publications

The Effect of Primary School Students Writing Attitudes and Writing Self-Efficacy Beliefs on Their Summary Writing Achievement

The Effect of Primary School Students Writing Attitudes and Writing Self-Efficacy Beliefs on Their Summary Writing Achievement

Primary School Students and Teachers' Opinions about Summary Writing: A Qualitative Analysis

The Effect of Summarization Strategies Teaching on Strategy Usage and Narrative Text Summarization Success

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