Publication: Disleksili çocukların akıcı okuma becerisini geliştirmede makamsal çeşni ve usullerle desteklenmiş çevrimiçi ve/ veya yüz yüze uygulanabilen müdahale programının etkililiği
Abstract
Okuma akıcılığı ve okuduğunu anlama becerileri, insan yaşamı için en temel becerilerdendir. Bu becerileri kazanmada, tipik gelişen akranlarına kıyasla daha fazla zorluk yaşayan disleksili çocuklar, nörogelişimsel farklılıklarından ötürü özelleştirilmiş müdahale programlarına ihtiyaç duymaktadırlar. Müzik, dil ve okuma becerilerinin ilişkili olabileceğini ortaya koyan birtakım kuramsal temeller ile bu kuramları destekleyen kanıt temelli çalışmalardan hareketle, bu tez kapsamında disleksi tanısı almış çocukların okuma akıcılığını geliştirmek için makamsal müzik destekli bir müdahale ZOKU) geliştirilmiştir. Bu programın etkililiği, kontrol gruplu deneysel çalışma deseni kullanılarak 2, 3 ve 4. Sınıfa devam eden toplam 33 disleksi tanılı öğrenci üzerinde incelenmiştir. Tüm öğrenciler, ön testte ve son testte KOBİT (Kelime Okuma Bilgisi Testi), SOBAT II (Sesli Okuma ve Okuduğunu Anlama Testi) ve Çok Boyutlu Akıcılık Testi ile değerlendirilmiştir. Biyoistatistik uzmanı tarafından yapılan basit randomizasyon sonucunda örneklem dâhilindeki öğrencilerin 16’sı deney, 17’si kontrol grubunu oluşturmuş, deney grubundaki öğrencilerle birebir, bir ay boyunca 16 oturum(16*40dk) MÜZOKU alışılmıştır. Çalışma sonuçlarına göre, MÜZOKU programına katılan deney grubundaki disleksili öğrencilerin anlamlı kelime okuma hızı, metin okuma hızı, doğru okuma ve prozodik okuma puanları ile okuduğunu anlama puanları, anlamlı düzeyde artmış, anlamsız kelime okuma puanlarında anlamlı düzeyde bir artış olmamıştır. Bununla birlikte, Eşleştirilmiş t testi verilerine göre, deney grubundaki öğrencilerin metin okuma hızında kontrol grubuna kıyasla anlamlı gelişim gösterdiği, kontrol grubundaki disleksili öğrencilerin ise, anlamsız sözcük okuma puanlarında deney grubuna kıyasla anlamlı gelişim gösterdiği kaydedilmiştir. İki Yönlü Varyans Analizi sonuçlarında ise, tüm testlerde deney ve kontrol grubu ön test ve son test puanlarının benzer olduğu görülmüştür. Uygulama sürecinde, kontrol grubu ile deney grubu içerisinden, Özel Eğitim ve Rehabilitasyon Merkezi’nde eğitim alan öğrenci sayıları incelendiğinde,(kontrol grubunun %94,1’i; deney grubunun %62,5) iki grup arasında istatistiksel olarak anlamlı düzeyde farklılık olduğu tespit edilmiş olup(p:0,026), bu durumun sonuçları etkilemiş olabileceği düşünülmektedir. Buradan hareketle, MÜZOKU programının, disleksili çocukların akıcı okuma becerisini geliştirmede, eğlenceli ve destekleyici bir program olabileceği düşünülmektedir.
Reading fluency and reading comprehension skills are the most fundamental skills for human life. Children with dyslexia, who have more difficulty in acquiring these skills compared to their typically developing peers, need specialized intervention programs due to their neurodevelopmental differences. Based on a number of theoretical backgrounds suggesting that music, language and reading skills may be related and evidence-based studies supporting these theories, in this study a maqam music-supported intervention program (MÜZOKU) was developed to improve the reading fluency of children with dyslexia. The effectiveness of this program was examined using a control group experimental study design on a total of 33 students diagnosed with dyslexia attending 2nd, 3rd and 4th grades. All students were evaluated with KOBIT (Word Reading Knowledge Test), SOBAT II (Oral Reading and Reading Comprehension Test) and Multidimensional Fluency Test in pre-test and post-test. Following a simple randomization conducted by a biostatistician, 16 of the students in the sample comprised the experimental group and 17 of the students in the control group. 16 sessions (16*40 minutes) of MUZOKU program were conducted one-to-one with the students in the experimental group for one month. According to the results of the study, the meaningful word reading rate, text reading rate, accurate reading and prosodic reading scores and reading comprehension scores of the dyslexic students in the experimental group increased significantly, while there was no significant increase in the pseudo word reading scores. However, according to the paired t-test data, it was noted that the students in the experimental group showed significant improvement in text reading speed compared to the control group, while the students with dyslexia in the control group showed significant improvement in pseudo word reading scores compared to the experimental group. In the Two-Way Analysis of Variance results, it was seen that the pre-test and post-test scores of the experimental and control groups were similar in all tests. During the implementation process, considering the number of students in the control group and the experimental group who received education at the Special Education and Rehabilitation Center (94.1% of the control group; 62.5% of the experimental group), it was determined that there was a statistically significant difference between the two groups (p: 0.026), and it is thought that this situation may have affected the results. From this point of view, it is thought that the MÜZOKU program can be a fun and supportive program to improve the reading fluency skills of children with dyslexia.
Reading fluency and reading comprehension skills are the most fundamental skills for human life. Children with dyslexia, who have more difficulty in acquiring these skills compared to their typically developing peers, need specialized intervention programs due to their neurodevelopmental differences. Based on a number of theoretical backgrounds suggesting that music, language and reading skills may be related and evidence-based studies supporting these theories, in this study a maqam music-supported intervention program (MÜZOKU) was developed to improve the reading fluency of children with dyslexia. The effectiveness of this program was examined using a control group experimental study design on a total of 33 students diagnosed with dyslexia attending 2nd, 3rd and 4th grades. All students were evaluated with KOBIT (Word Reading Knowledge Test), SOBAT II (Oral Reading and Reading Comprehension Test) and Multidimensional Fluency Test in pre-test and post-test. Following a simple randomization conducted by a biostatistician, 16 of the students in the sample comprised the experimental group and 17 of the students in the control group. 16 sessions (16*40 minutes) of MUZOKU program were conducted one-to-one with the students in the experimental group for one month. According to the results of the study, the meaningful word reading rate, text reading rate, accurate reading and prosodic reading scores and reading comprehension scores of the dyslexic students in the experimental group increased significantly, while there was no significant increase in the pseudo word reading scores. However, according to the paired t-test data, it was noted that the students in the experimental group showed significant improvement in text reading speed compared to the control group, while the students with dyslexia in the control group showed significant improvement in pseudo word reading scores compared to the experimental group. In the Two-Way Analysis of Variance results, it was seen that the pre-test and post-test scores of the experimental and control groups were similar in all tests. During the implementation process, considering the number of students in the control group and the experimental group who received education at the Special Education and Rehabilitation Center (94.1% of the control group; 62.5% of the experimental group), it was determined that there was a statistically significant difference between the two groups (p: 0.026), and it is thought that this situation may have affected the results. From this point of view, it is thought that the MÜZOKU program can be a fun and supportive program to improve the reading fluency skills of children with dyslexia.