Effect of reciprocal teaching on comprehension, attention, rapid naming and working memory

Yıl 2024, Cilt: 13 Sayı: 3, 180 – 198, 31.07.2024

Halil İbrahim Öksüz , Hayati Akyol

https://doi.org/10.19128/turje.1453025

Öz

This study aims to evaluate word callers attending the fourth grade of primary school in terms of rapid naming, verbal working memory, and attention skills, and to examine the effect of the reciprocal teaching approach on the development of word callers’ reading comprehension skills. The study group consisted of 25 word callers and 21 independent readers. Fourth-grade students who are at the independent level in word recognition skills and at the level of frustration in reading comprehension skills are defined as word callers. On the other hand, students who are at the independent level in both word recognition and reading comprehension skills are defined as independent readers. According to the findings, difficulties in rapid naming, verbal working memory and attention skills are common characteristics of word callers. On the other hand, with the reciprocal teaching approach applied for 12 weeks, significant improvements were achieved in the reading comprehension skills of word callers. In this direction, it can be interpreted that the reciprocal teaching approach eliminated the difficulties experienced by word callers.

Anahtar Kelimeler

Reading comprehension, Reciprocal teaching, Word caller

Kaynakça

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Karşılıklı öğretimin anlama, dikkat, hızlı isimlendirme ve çalışma belleği üzerindeki etkisi

Yıl 2024, Cilt: 13 Sayı: 3, 180 – 198, 31.07.2024

Halil İbrahim Öksüz , Hayati Akyol

https://doi.org/10.19128/turje.1453025

Öz

Çalışmanın amacı, ilkokul dördüncü sınıfa devam eden papağan okuyucuları hızlı isimlendirme, sözel çalışma belleği ve dikkat becerileri açısından değerlendirmek ve karşılıklı öğretim yaklaşımının papağan okuyucuların okuduğunu anlama becerilerini geliştirmedeki etkisini incelemektir. Araştırmanın çalışma grubu 25 papağan okuyucu ve 21 bağımsız okuyucudan oluşmaktadır. Araştırmada kelime tanıma becerisinde serbest düzey, okuduğunu anlama becerisinde endişe düzeyinde olan ilkokul dördüncü sınıf öğrencileri papağan okuyucu olarak tanımlanmaktadır. Öte yandan hem kelime tanıma hem de okuduğunu anlama becerisinde serbest düzeyde olan öğrenciler ise bağımsız okuyucu olarak tanımlanmaktadır. Bulgulara göre, hızlı isimlendirme, sözel çalışma belleği ve dikkat becerisinde yaşanan güçlük papağan okuyucuların ortak özelliklerindendir. Öte yandan 12 hafta boyunca uygulanan karşılıklı öğretim yaklaşımı ile papağan okuyucuların okuduğunu anlama becerilerinde ciddi gelişimler sağlanmıştır. Bu doğrultuda karşılıklı öğretim yaklaşımının papağan okuyucuların yaşadıkları güçlükleri ortadan kaldırdığı yorumu yapılabilir.

Anahtar Kelimeler

Karşılıklı öğretim, Okuduğunu anlama, Papağan okuyucu

Kaynakça

• A’yun, Q., & Yunus, M. (2017). The efficacy of reciprocal teaching method in teaching reading comprehension to efl students. ELT Echo: The Journal of English Language Teaching in Foreign Language Context, 2(2), 134-146.
• Akoğlu, G. (2011). Investigation of relationship between verbal working memory and syntax comprehension skills on children with developmental language disorders and typically developing children (Unpublished doctoral dissertation). Ankara University.
• Akoğlu, G., & Acarlar, F. (2014). Investigation of Turkish Nonword Repetition List for 3-9 Years Children. Education and Science, 39(173), 13-24.
• Aktaş, N. (2023). The effect of online reciprocal teaching on fourth grade primary school students’ reading comprehension skills and reading motivation. Reading & Writing Quarterly, 1-27. https://doi.org/10.1080/10573569.2023.2192720
• Akyol, H. (2003). Metinden anlam kurma [Making meaning from texts]. TÜBAR, XIII, 49-58.
• Akyol, H. (2019). Programa uygun Türkçe öğretim yöntemleri [Turkish teaching methods suitable for the program] (9 ed.). Pegem.
• Akyol, H., Yıldırım, K., Ateş, S., Çetinkaya, Ç., & Rasinski, T. V. (2014). Okumayı değerlendirme öğretmenler için kolay ve pratik bir yol [An easy and practical way for teachers to assess reading]. Pegem.
• Albatool, A. M. A., & Moneus, A. M. A. (2023). Towards interactive teaching strategies in teaching English literature. Theory and Practice in Language Studies, 13(8), 1912-1919. https://doi.org/10.17507/tpls.1308.06
• Applegate, M. D., Applegate, A. J., & Modla, V. B. (2009). “She’s my best reader; she just can’t comprehend”: Studying the relationship between fluency and comprehension. The Reading Teacher, 62(6), 512-521. http://doi.org/10.1598/RT.62.6.5
• Araújo, S., Reis, A., Petersson, K. M., & Faísca, L. (2015). Rapid automatized naming and reading performance: A meta-analysis. Journal of Educational Psychology, 107(3), 868-883. https://doi.org/10.1037/edu0000006
• Arnell, K. M., Joanisse, M. F., Klein, R. M., Busseri, M. A., & Tannock, R. (2009). Decomposing the relation between rapid automatized naming (RAN) and reading ability. Canadian Journal of Experimental Psychology, 63(3), 173-184. http://doi.org/10.1037/a0015721
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• Litt, D. (2010). Do children selected for reading recovery exhibit weaknesses in phonological awareness and rapid automatic naming? Literacy Teaching and Learning, 14(1&2), 89-102.
• Lovett, M. W., Frijters, J. C., Steinbach, K. A., Sevcik, R. A., & Morris, R. D. (2021). Effective intervention for adolescents with reading disabilities: Combining reading and motivational remediation to improve outcomes. Journal of Educational Psychology, 113(4), 656–689. https://doi.org/10.1037/edu0000639
• Mafarja, N., & Zulnaidi, H. (2022). Relationship between Critical thinking and academic self-concept: An experimental study of Reciprocal teaching strategy. Thinking Skills and Creativity, 45, 1-16. https://doi.org/10.1016/j.tsc.2022.101113
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• Norton, E. S., & Wolf, M. (2012). Rapid automatized naming (RAN) and reading fluency: Implications for understanding and treatment of reading disabilities. Annual Review of Psychology, 63, 427-452. https://doi.org/10.1146/annurev-psych-120710-100431
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• Palinscar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), 117-175.
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• Solan, H. A., Shelley-Tremblay, J., Ficarra, A., Silverman, M., & Larson, S. (2003). Effect of attention therapy on reading comprehension. Journal of Learning Disabilities, 36(6), 556-563.
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• Yılmaz, Ş. S., & Yaşaroğlu, H. (2020). Öğrenme güçlüğü olan öğrencilerin okuma, sözcük bilgisi ve sözel bellek performanslarının incelenmesi [Investigating of reading, vocabulary knowledge and verbal memory performances of students with learning disabilities]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi [Ankara University Journal of Faculty of Educational Sciences], 53(2), 751-780. https://doi.org/https://doi.org/10.30964/auebfd.588849

Toplam 88 adet kaynakça vardır.

Ayrıntılar

Kaynak Göster

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