Türkçe ilk okuma yazma öğretimi

Akyol, Hayati

doi:10.14527/9789758792917

Cited by 92 publications

(125 citation statements)

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“…This motion is not a constant, slidable movement but performed basically in two ways: "saccade" and "fixation". We can point out the French researcher Javal as the source of this core information (Göğüş, 1978;, Akyol, 2012. Javal explored in 1789 that eyes cannot acquire information from the page constantly but by pausing from one point to another during reading (Samuels et al, 2011).…”

Section: Volume 5 Issue 4 December 2017mentioning

confidence: 99%

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Basic Concepts of Reading Instruction

Ari¹

2017

ijlet

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Reading act is performed by connected physiological, psychological and cognitive processes. The operations taking place in these processes are expected to continue for life by being developed with certain strategies. A lot of information is gained with reading skills in education life. Therefore, basic concepts that constitute reading education in teaching and improving reading are important for teachers. The aim of this study is to submit information compiled from the literature about reading education process and which basic concepts are used in reading education. While teaching reading from part to whole, from whole to part and interactional approaches are used. From part to whole approach is at the forefront. Then with interactional approach strategies, both code solving and making sense is improved. Teachers should know the characteristics of bouncing, stopping, turning back, and scanning movements of the eye both in code solving and making sense. The teacher should configure the teaching for the students to gain fluid reading elements by making use of reading out and reading silently. After reading act is acquired; good reader characteristics should be gained by improving asking questions, guessing, summarizing, and interpretation skills in integrated readings. Reading skill is improved by studies on the text. Therefore, the students should come across texts that are suitable to their levels, textuality and readability criteria. The vocabulary of children should be improved in a planned way with text-based word and meaning studies. Reading fluency, making sense and interpretation skills of children should be pursued with different evaluation types. In the long term, work should be done to make reading a habit for them.

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Section: Volume 5 Issue 4 December 2017mentioning

confidence: 99%

“…There are three approaches for learning and improving to read in the literature for learning and improving to read (Gunning, 2006;Akyol, 2012;Karatay, 2014;Çakır, 2015):…”

Section: Learning To Readmentioning

confidence: 99%

Basic Concepts of Reading Instruction

Ari¹

2017

ijlet

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“…Anlam oluşturma süreci olarak da değerlendirilen okuma, algılayıcı ve üretken becerilerin birleşerek harfler aracılığıyla kodlanan mesajların algılanması ve çözümlenmesiyle anlamın oluşturulduğu etkileşimli süreçtir (Greenwood ve Flanigan, 2007;Harris ve Sipay, 1990;Razı, 2008). Bu süreç okuyucunun zihinsel sözlüğünü kullanımı sonucunda mana denilen ürünün açığa çıkarılmasını sağlayan beceriler bütünüdür (Akyol, 2005). Zihinsel, akademik ve duyuşsal gelişime en çok katkı sağlayan dil becerilerinden biri olan okuma becerisi, öğrencilerin sadece akademik yaşamlarında değil gelecekteki yaşamlarında da başarılı olmalarının en kritik noktası olan bilgiye erişimin anahtarı niteliğindedir (Clark ve Andreasen, 2014;Hassen, 2016;Stadler, 1980).…”

Section: Introductionunclassified

The Effect of Anxiety and Attitudes of Secondary School Students towards Reading on their Reading Habits: A Structural Equation Modeling

Baki

2017

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“…kavramları bilme, yazmanın yönünün soldan sağa ve yukarıdan aşağı doğru olduğunu bilme, özellikle alfabedeki harflerin şekillerini oluşturan çizgileri doğru yönde ve düzgün çizebilme, yazmaya istekli olma gibi davranışların gerçekleşmiş olması gerekmektedir (Gray, 1956Raban & Ure, 2000Cemaloğlu, 2001). Henüz yazma becerisi için yeterli hazırbulunuşluk düzeyine sahip olmayan öğrencilere bu becerinin öğretimine girişmek onların çabuk yorulmasına, kalemi doğru tutamamasına; yazının çirkin ve yanlış olmasına öğrencinin başarısız olmasına, yazmadan bıkması ve nefret etmesine neden olmaktadır (Akyol, 2011). 5-6 yaşlarındaki çocukların yazı yazmada ve incelik isteyen el işlerini yapmakta zorlanacakları ifade edilmektedir.…”

Section: Introductionunclassified

“…Yazı yazarken öğrencilerin ters yazma, biçim ve boyuta dikkat etmeme, düzensiz yazı ve şekiller oluşturma gibi yazının mekanik boyutuyla ilgili sorunlar yaşamaktadırlar. Yazının mekanik boyutuna odaklanan öğrencilerin, konu seçme, planlama, imla, noktalama gibi yazının içerik boyutunu göz ardı ettikleri ifade edilmektedir (Edwards, 2003;Graham ve Weintraub, 1996;Akyol, 2011;Mather, 2003;Piotrowski ve Reason, 2000;Yıldırım ve Ateş, 2007;Yıldız, 2013). Yazının biçimsel üretimi noktasında yaşanan sorunların akademik başarı ve özyeterlik algıları üzerinde olumsuz etki yarattığı da ifade edilmektedir (Edwards, 2003).…”

Section: Introductionunclassified

6 Yaşında Okula Başlayan Öğrencilerin Yazma Eğilimlerinin Çeşitli Değişkenler Açısından İncelenmesi

Kaşkaya

Duran²,

Ulu

2016

EEF DERGI

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Considering that the current situation of the compulsory education period created some sorts of problems in our country, an education system, which is known as 4+4+4 in public has been implemented in 11th April, 2012. It is thought that it is vital to determine the outcomes of the 4+4+4 system within the scope of the age of starting school. In this context, the basic aim in this present study is to determine the dispositions of children, who started the primary school in their 6, in terms of their writing behaviour. The research was designed as a descriptive study, in which the comparative relational scanning model was used, aiming to determine the writing dispositions of children started school in their 6. The research was carried out with 235 students who started the primary school in 6 and 7 years old. The research included 116 female and 119 male students who are 3rd and 4th graders in primary school. According to the results reached in the study, it was found that significiant differences among writing dispositions of the students who started the school in their 6 and 7.

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Türkçe ilk okuma yazma öğretimi

Cited by 92 publications

References 0 publications

Basic Concepts of Reading Instruction

Basic Concepts of Reading Instruction

The Effect of Anxiety and Attitudes of Secondary School Students towards Reading on their Reading Habits: A Structural Equation Modeling

6 Yaşında Okula Başlayan Öğrencilerin Yazma Eğilimlerinin Çeşitli Değişkenler Açısından İncelenmesi

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