Publication: Okuduğunu anlama ve yazma becerilerinin geliştirilmesinde derinlemesine okuma ve yazma yönteminin etkisi
Abstract
Bu araştırmada ilkokul dördüncü sınıf öğrencilerinin okuma ve yazma becerilerinin geliştirilmesinde derinlemesine okuma ve yazma yönteminin etkisi incelenmiştir. Araştırmada iki deney ve bir kontrol grubu ile çalışılmıştır. Deney gruplarından birine derinlemesine okuma diğerine derinlemesine okuma ve yazma yöntemi uygulanmıştır. Kontrol grubuna ise herhangi bir müdahalede bulunulmamıştır. Elde edilen veriler grup içi ve gruplar arasında karşılaştırılarak yorumlanmıştır. Araştırmada iç içe karma yöntem kullanılmıştır. Araştırmanın nicel boyutunu ön-son test kontrol gruplu yarı deneysel desen oluştururken nitel boyutta durum çalışması deseni kullanılmıştır. Araştırmanın çalışma grubu uygun örnekleme metodu ile belirlenmiştir. Araştırmanın nicel boyutunda veriler, araştırmacı tarafından geliştirilen Okuduğunu Anlama Testi ve Derinlemesine Yazma Rubriği ile toplanmıştır. Toplanan veriler SPSS analiz edilerek yorumlanmıştır. Araştırmanın nitel boyutunda öğrenci ve öğretmenlerin uygulamaya ilişkin görüşleri alınmış, görüşmeler sırasında yarı yapılandırılmış görüşme formu kullanılmıştır. Bunun yanı sıra öğrencilerin etkinlik kâğıtları doküman analizi ile incelenerek yorumlanmıştır. Elde edilen tüm nitel verilerin analizinde içerik analizi yöntemi kullanılmıştır. Araştırmada derinlemesine okumanın öğrencilerin okuduğunu anlama becerilerine orta düzeyde; derinlemesine okuma ve yazmanın ise çok büyük düzeyde etki ettiği sonucuna varılmıştır. Bunun yanı sıra kontrol grubunun okuduğunu anlama ön ve son test puanları arasında anlamlı bir farklılık bulunmamıştır. Derinlemesine okuma ve yazmanın öğrencilerin yazma becerilerine ise olağanüstü büyük düzeyde etki ettiği görülmüştür. Araştırma kapsamında yapılan görüşmeler sonucunda öğretmen ve öğrencilerin derinlemesine okuma ve yazmayı metin özellikleri ve uygulama bakımından diğer okuma yöntemlerinden farklı bulduğu görülmüştür. Bunun yanı sıra derinlemesine okuma ve yazmanın öğrencilerin okuma ve yazma motivasyonlarını, okuma hızını, kelime bilgisini, yazma miktarı ve niteliğini etkilediği ifade edilmiştir. Her iki deney grubunda da öğrencilerin derinlemesine anlayışla edindikleri okuma davranışlarını farklı derslere veya sosyal yaşamlarına transfer etmeleri de araştırma bulguları arasındadır. Bunun yanı sıra incelenen öğrenci dokümanlarında deney gruplarından derinlemesine yazma çalışması yapan grubun okuma esnasında metin üzerinde daha fazla not alarak yorum ve çıkarım yaptığı görülmüştür. Deney grupları arasında okuma dokümanları karşılaştırıldığında derinlemesine yazma çalışması yapan gruptaki öğrencilerin not alma ve sembol kullanımı ile metinle daha fazla etkileşime geçtiği sonucuna ulaşılmıştır. Ayrıca yazma dokümanları incelendiğinde öğrencilerin uygulama sayısı arttıkça yazı miktarı ve yazılı anlatıma ilişkin oluşturulan beklentiler konusunda gelişme kaydettikleri görülmüştür.
This research examines the impact of close reading and writing methods on the development of reading and writing skills in fourth-grade elementary school students. Two experimental groups and one control group were involved in the study. One experimental group received close reading instruction, while the other received instruction in both close reading and writing. The control group did not receive any intervention. The data obtained were analyzed and interpreted through intra-group and inter-group comparisons. An embedded mixed-method approach was used in the research. The quantitative dimension of the study involved a pre-test-post-test control group quasi-experimental design, while the qualitative dimension utilized a case study design. The study group was determined through appropriate sampling methods. In the quantitative dimension of the research, data were collected using the Comprehension Test and Close Writing Rubric developed by the researcher. The collected data were analyzed and interpreted using the SPSS program. In the qualitative dimension of the research, the opinions of the students and the teachers regarding the implementation were gathered through semi-structured interview forms. Additionally, the students' activity sheets were examined and interpreted through document analysis. The content analysis method was employed to study all qualitative data obtained. The research results indicate that close reading had a moderate effect on students' reading comprehension skills, while close reading and writing had a significant effect. Furthermore, there was no significant difference found in the pre-test and post-test scores of the control group regarding reading comprehension. Close reading and writing had an exceptionally significant impact on students' writing skills. Based on the interviews conducted, both teachers and students perceived close reading and writing as distinct from other reading methods in terms of text characteristics and implementation. Moreover, it was noted that close reading and writing affected students' reading and writing motivation, reading speed, vocabulary knowledge, and writing quantity and quality. The research findings also suggest that students were able to transfer the reading behaviors they acquired through close understanding to different subjects or their social lives in both experimental groups. In addition, it was observed that the experimental group who did close writing in the examined student documents, made comments and inferences by taking more notes on the text during reading. When the reading documents were compared between the experimental groups, it was concluded that the students in the experimental group who did close writing interacted more with the text by taking notes and using symbols. In addition, when the writing documents were examined, it was seen that as the number of applications increased, the students improved in terms of the amount of writing and the expectations created for written expression.
This research examines the impact of close reading and writing methods on the development of reading and writing skills in fourth-grade elementary school students. Two experimental groups and one control group were involved in the study. One experimental group received close reading instruction, while the other received instruction in both close reading and writing. The control group did not receive any intervention. The data obtained were analyzed and interpreted through intra-group and inter-group comparisons. An embedded mixed-method approach was used in the research. The quantitative dimension of the study involved a pre-test-post-test control group quasi-experimental design, while the qualitative dimension utilized a case study design. The study group was determined through appropriate sampling methods. In the quantitative dimension of the research, data were collected using the Comprehension Test and Close Writing Rubric developed by the researcher. The collected data were analyzed and interpreted using the SPSS program. In the qualitative dimension of the research, the opinions of the students and the teachers regarding the implementation were gathered through semi-structured interview forms. Additionally, the students' activity sheets were examined and interpreted through document analysis. The content analysis method was employed to study all qualitative data obtained. The research results indicate that close reading had a moderate effect on students' reading comprehension skills, while close reading and writing had a significant effect. Furthermore, there was no significant difference found in the pre-test and post-test scores of the control group regarding reading comprehension. Close reading and writing had an exceptionally significant impact on students' writing skills. Based on the interviews conducted, both teachers and students perceived close reading and writing as distinct from other reading methods in terms of text characteristics and implementation. Moreover, it was noted that close reading and writing affected students' reading and writing motivation, reading speed, vocabulary knowledge, and writing quantity and quality. The research findings also suggest that students were able to transfer the reading behaviors they acquired through close understanding to different subjects or their social lives in both experimental groups. In addition, it was observed that the experimental group who did close writing in the examined student documents, made comments and inferences by taking more notes on the text during reading. When the reading documents were compared between the experimental groups, it was concluded that the students in the experimental group who did close writing interacted more with the text by taking notes and using symbols. In addition, when the writing documents were examined, it was seen that as the number of applications increased, the students improved in terms of the amount of writing and the expectations created for written expression.