İlkokullarda Okuma Güçlüğünü Sağaltmaya Yönelik Kullanılan Öğretimsel Düzenlemelere İlişkin Öğretmen Görüşleri

Yurdakal, İbrahim Halil; Kırmızı, Fatma Susar

doi:10.24106/kefdergi.2893

Cited by 3 publications

(2 citation statements)

References 44 publications

(35 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Doğan (2013) found that the teachers did not have this information at a sufficient level in his research on the level of knowledge of primary school and Turkish teachers about reading disabilities and the level of identifying students with reading disabilities. It has been determined that primary school teachers have theoretical knowledge about reading disability, but their knowledge level is not sufficient in identifying students with reading disability and in the methods-techniques to be used for these students (Yurdakul, 2014;Yurdakul & Kırmızı, 2019). Similarly, in another study, although pre-service primary school teachers have knowledge about reading and math disabilities, they feel inadequate in identifying students with reading disabilities and overcoming these disabilities (Kuruyer et al, 2019).…”

Section: Deficiencymentioning

confidence: 99%

Metaphoric Perceptions of Pre-service Primary School Teachers on Reading and Reading Disability

Gül

Özdemir

2023

IJELS

View full text Add to dashboard Cite

There is widespread acknowledgement that importance of reading skill is increasing day by day. Reading is the first step to learning and revealing something new. Beyond the primary grades, it plays a vital role in keeping up with the requirements of the age. Individuals who read, understand, question, think and produce develop societies. Thus, it is inevitable that individuals who have difficulties in acquiring reading skill will encounter difficulties both in school life and in society. To remove barriers of people presence in academic and daily life, students with these difficulties should be identified as early as possible and the difficulties they experience should be eliminated. The proficiency of primary school pre-service teachers regarding the concepts of “reading’’ and “reading difficulty’’ gives clues for identifying and remedying individuals with reading disabilities. It is aimed to determine the metaphorical perceptions of primary school pre-service teachers towards the concepts of “reading’’ and “reading disability’’ in order to help address this issue. The study group of the research consists of 89 4thgrade primary school pre-service teachers who continue their education at a state university in the Black Sea Region in Turkey in the fall semester of the 2017-2018 academic year. The model of this research is phenomenology which is one of the qualitative research methods. A questionnaire developed by the researchers was used as a data collection tool. Content analysis method was used in the analysis of the data. Five different categories related to reading skills and reading disabilities emerged as a result of the analysis of the data. Categories related to the concept of reading skills are 'Discovering Something New', 'Fun Source', 'Embarking on Adventure', 'Decoding' and 'Other'. The categories related to the concept of reading disability are 'Difficulty', 'A problem in itself', 'Visual impairment', 'Deficiencies' and 'An insurmountable problem'.

show abstract

Section: Deficiencymentioning

confidence: 99%

Metaphoric Perceptions of Pre-service Primary School Teachers on Reading and Reading Disability

Gül

Özdemir

2023

IJELS

View full text Add to dashboard Cite

show abstract

“…Öğretmenler ile yapılan araştırmalarda; öğretmenler; okuma güçlüğü çeken öğrencileri belirleyebilme ve bu öğrenciler için yapılması gerekenler konusunda kendilerini tam olarak yeterli görmediklerini belirtmişlerdir (Doğan, 2013;Altun, Ekiz ve Odabaşı, 2011). Yurdakal ve Susar Kırmızı (2019), öğretmenlerin genel olarak okuma güçlüğüne ilişkin teorik bilgilerinin olduğunu, ancak hangi yöntem-teknik ve stratejinin kullanılması gerektiğini bilmediklerini belirtmektedir.…”

unclassified

Okuma güçlüğü yaşayan ilkokul öğrencilerinin derinlemesine incelenmesi: Bir durum çalışması

Şenel

Baştuğ

2020

Okuma Yazma Eğitimi Araştırmaları

View full text Add to dashboard Cite

The study aims to determine the effect of creative writing activities based on self-In our country, there are students who do not have the ability to read and understand at the desired level although they are in the last grade of primary school. In this study, the academic achievements and school life of students with reading difficulty who attend the fourth grade of primary school, were examined. The study was carried out with the case study method, which is one of the qualitative research designs. The study group of the research consisted of five students, two of whom were boys and three were girls, in the fourth grade in primary school in the 2015-2016 academic year. Observation, interview, and document analysis were conducted in this research. The research data were collected using the Error Analysis Inventory, e-school data, course materials of students, the observation form developed by the researcher, and the semi-structured interview form. In the research, the data were analyzed through content analysis and descriptive analysis. As a result of the research, it was determined that students with reading difficulty also failed academically. In addition, it was determined that the students experienced various difficulties and displayed unwanted behaviors in the school and within the classroom environment, among their friends, during classes. The results were discussed in the light of the related literature, and various suggestions were presented.

show abstract

Ortaokul Öğrencilerinin Yaşadığı Okuma Güçlükleri: Gözlem Odaklı Bir Çalışma

Karaca,

Keray Dinçel

2024

Ana Dili Eğitimi Dergisi

View full text Add to dashboard Cite

Bu çalışmada ortaokul öğrencilerinin yaşadığı okuma güçlüklerinin derinlemesine incelenmesi amaçlanmıştır. On iki hafta süren bir çalışma yapılmıştır. Çalışma Aksaray ili Merkez ilçesinde bulunan bir ortaokulda okuma güçlüğü çeken dört ortaokul öğrencisiyle gerçekleştirilmiştir. Verilerin toplanmasında nitel araştırma yöntemlerinden gözlem yöntemi tercih edilmiştir. Öğrencilerin Türkçe dersindeki okuma süreçleri on hafta boyunca gözlemlenmiştir. Okuma güçlüğü çeken öğrencilerin okuma düzeyleri, okuma sırasında sergilemiş olduğu davranışlar, okuma hataları, okumalarına sınıf arkadaşlarının tepkisi belirlenerek süreç sonunda okuma güçlüğü çeken öğrencilerin okuma düzeylerinde bir değişiklik olup olmadığı incelenmiştir. Gözlemler doğrultusunda okuma güçlüğü çeken öğrencilerin okuma düzeylerinin endişe düzeyinde olduğu, okuma sırasında bazı istendik ve istenmedik davranışlarda bulundukları, okuma hatalarından atlama, ekleme, tekrar etme, yanlış sözcük okuma, harf hatası, heceleme, noktalama işaretlerine dikkat etmeme, parmakla takip gibi okuma hatalarını yaptıkları, sınıf arkadaşlarının okuma güçlüğü çeken öğrencilerin okumaları sırasında çeşitli davranışlar sergiledikleri ve Türkçe dersi işleniş sürecinde yer alan okuma etkinliklerinin okuma güçlüğü çeken öğrencilerin okuma becerilerini iyileştirme sürecinde yetersiz olduğu sonuçlarına ulaşılmıştır.

show abstract

İlkokullarda Okuma Güçlüğünü Sağaltmaya Yönelik Kullanılan Öğretimsel Düzenlemelere İlişkin Öğretmen Görüşleri

Cited by 3 publications

References 44 publications

Metaphoric Perceptions of Pre-service Primary School Teachers on Reading and Reading Disability

Metaphoric Perceptions of Pre-service Primary School Teachers on Reading and Reading Disability

Okuma güçlüğü yaşayan ilkokul öğrencilerinin derinlemesine incelenmesi: Bir durum çalışması

Ortaokul Öğrencilerinin Yaşadığı Okuma Güçlükleri: Gözlem Odaklı Bir Çalışma

Contact Info

Product

Resources

About