Publication: Çözümleme (cümle) yöntemi ve ses temelli cümle yöntemine göre okuma yazma öğrenmiş çocukların okuduğunu anlamadaki başarı durumlarının değerlendirilmesi
Abstract
Bu araştırma “Çözümleme (Cümle) Yöntemi” ve “Ses Temelli Cümle Yöntemi”ne göre okuma yazmayı öğrenmiş çocukların farklı metin türlerine göre okuduğunu anlama başarıları arasında farkın olup olmadığını ortaya koymayı amaçlamıştır. Araştırma, İstanbul ili Avrupa Yakası’nda Bahçelievler, Bakırköy ve Zeytinburnu ilçelerinde ilköğretim 3. sınıf öğrenimlerini sürdüren 237 öğrenciyle, 2006- 2007 eğitim- öğretim yılında ikinci dönem süresince gerçekleştirilmiştir. Araştırmada veri toplama aracı olarak “Kişisel Bilgiler Formu” ve öğrencilerin okuduğunu anlama başarılarını ölçen üç farklı türde metinden oluşan “Okuduğunu Anlama Başarı Testi” kullanılmıştır. Elde edilen verilerin çözümlenmesinde SPSS paket kullanılarak, veriler üzerinde Mann Whitney U, Kruskall Wallis H ve T testi yapılmıştır. Araştırma sonucunda elde edilen bulgulara göre aşağıdaki sonuçlara ulaşılmıştır: Öyküleyici metin ve genel başarı puanlarına göre, ses temelli cümle yöntemi ile okuma yazma öğrenen öğrenciler, okuduğunu anlamada çözümleme yöntemi ile öğrenen öğrencilerden daha başarılıdır. Bilgilendirici metin ve şiir başarı puanlarına göre, çözümleme veya ses temelli cümle yöntemi ile okuma yazma öğrenen öğrencilerin okuduğunu anlama başarıları arasında anlamlı bir farklılık yoktur. Hem çözümleme yöntemi ile okuma yazma öğrenen kızlar, hem de ses temelli cümle yöntemi ile öğrenen kızlar öyküleyici metin, şiir ve genel başarı puanlarına göre okuduğunu anlamada erkeklerden daha başarılı olurken; bilgilendirici metin başarı puanlarında anlamlı bir fark yoktur. Anne ve baba eğitim düzeyi arttıkça öğrencilerin farklı metin türlerinden aldıkları başarı puanlarına göre okuduğunu anlama başarıları, çözümleme yöntemi ile okuma yazma öğrenenlerde artmaktayken; ses temelli cümle yöntemi ile öğrenenlerde anlamlı bir farklılık göstermemektedir. Hem çözümleme yöntemi ile okuma yazma öğrenenlerden, hem de ses temelli cümle yöntemi ile okuma yazma öğrenenlerden okul öncesi eğitimi alan ve almayan öğrencilerin üç farklı metin türüne göre okuduğunu anlama başarıları arasında anlamlı bir fark yoktur. mleme (Cümle) Yöntemi, STCY, Okuma Yazmayı Öğrenme, Okuduğunu Anlama, Başarı
The main purpose of this research is about the students who learned reading and writing by “ analysis method” and “phonic based sentence method”. The main puestion is “Is there any difference between students’ achievement of understanding what they read and write according to different kinds of texts. The research was practiced in Bahçelievler, Bakırköy and Zeytinburnu at Europen side of İstanbul. It is practiced on second term of 2006-2007 academic year by 237 students who goes on 3. class of primary school. The data were collected by using “Personel Information Form” and “Achivement Test About Understanding of Reading”. “Achivement Test About Understanding of Reading” had three different kinds of text (story text, knowledge text and poem) which is measured students’ achivement on understanding reading. The datas were analyzed by using SPSS and Mann Whitney U, Kruskall Wallis H and T test was appilied on data’s analyzing. According to the findings on this reseach, the results which are stand in line below are reached. The students who learned reading and writing by “phonic based learning” are more succesfull at understanding on reading than the students who learned by analysis method according to story text and general marks. According to the knowledge text and poem marks, there is no significant difference in understanding on reading, between the students who learned reading and writing by analysis method or phonic based sentence method. Both of the girls who learned reading and writing by analysis method or phonic based sentence method, are more succesfull at understanding on reading than the boys according to the story text, poem and general marks; altough there is no significant difference according to knowledge text marks. The students who learned reading and writing by analysis method and whose parents have high education level are more succesfull at understanding on reading according to different kinds of texts marks, altough there is no significant difference between the students who learned by phonic based sentence method. According to different kinds of texts marks, there is no significant difference at understanding on reading between both of the students who learned reading and writing by analysis method or phonic based sentence method and who have and don’t have pre school education. Key Words: Analysis Method, Phonic Based Sentence Method, Learning Reading Writing, Undestanding of Reading, Achievement
The main purpose of this research is about the students who learned reading and writing by “ analysis method” and “phonic based sentence method”. The main puestion is “Is there any difference between students’ achievement of understanding what they read and write according to different kinds of texts. The research was practiced in Bahçelievler, Bakırköy and Zeytinburnu at Europen side of İstanbul. It is practiced on second term of 2006-2007 academic year by 237 students who goes on 3. class of primary school. The data were collected by using “Personel Information Form” and “Achivement Test About Understanding of Reading”. “Achivement Test About Understanding of Reading” had three different kinds of text (story text, knowledge text and poem) which is measured students’ achivement on understanding reading. The datas were analyzed by using SPSS and Mann Whitney U, Kruskall Wallis H and T test was appilied on data’s analyzing. According to the findings on this reseach, the results which are stand in line below are reached. The students who learned reading and writing by “phonic based learning” are more succesfull at understanding on reading than the students who learned by analysis method according to story text and general marks. According to the knowledge text and poem marks, there is no significant difference in understanding on reading, between the students who learned reading and writing by analysis method or phonic based sentence method. Both of the girls who learned reading and writing by analysis method or phonic based sentence method, are more succesfull at understanding on reading than the boys according to the story text, poem and general marks; altough there is no significant difference according to knowledge text marks. The students who learned reading and writing by analysis method and whose parents have high education level are more succesfull at understanding on reading according to different kinds of texts marks, altough there is no significant difference between the students who learned by phonic based sentence method. According to different kinds of texts marks, there is no significant difference at understanding on reading between both of the students who learned reading and writing by analysis method or phonic based sentence method and who have and don’t have pre school education. Key Words: Analysis Method, Phonic Based Sentence Method, Learning Reading Writing, Undestanding of Reading, Achievement