Araştırma Makalesi
BibTex RIS Kaynak Göster

We Read but How: Research on Reading and Reading Comprehension Skills

Yıl 2024, Cilt: 11 Sayı: 1, 178 - 192, 30.04.2024

Mehmet Arif Bozan

https://doi.org/10.30900/kafkasegt.1370135

Öz

Reading and reading comprehension skills are among the most basic language skills. Therefore, these skills should be acquired at an early age. Although there are studies in terms of reading in Türkiye, it was seen that reading comprehension skills are insufficient in the exams. This study investigated how reading and reading comprehension activities were carried out at the primary school level and how this situation reflected on students. This study was designed as a case study to reveal the subject to be examined in depth. The participant group of this study, which was carried out at the primary school level, consisted of 207 students and eight primary school teachers. Data were collected from students with a reading comprehension test and teachers with a semi-structured interview form. The data obtained from the achievement test are presented descriptively. The interviews with the teachers were analyzed by content analysis. According to the data obtained, it was seen that the teachers preferred the reward method in gaining the habit of reading, and they carried out activities that would improve the students' cognitive skills for their reading comprehension skills. The result that 70.53% of the students in the research made the profound understanding question wrong was also a remarkable situation.

Anahtar Kelimeler

Turkish reading reading comprehension primary school

Etik Beyan

In this study, I declare that the rules stated in the "Higher Education Institutions Scientific Research and Publication Ethics Directive" are complied with and that we do not take any of the actions based on "Actions Against Scientific Research and Publication Ethics".

Kaynakça

  • Akbaşlı, S., Şahin, M., & Yaykıran, Z. (2016). The effect of reading comprehension on the performance in science and mathematics. Journal of Education and Practice, 7(16), 108-121.
  • Akyol, H. (2005). Türkçe ilkokuma yazma öğretimi. Ankara: Pegem A Yayıncılık.
  • Akyol, H., & Temur, T. (2014). Comparing reading skills of first-grade students who learn reading-writing with sound-based clause method and clause method Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 5(9), 79-95.
  • Aslan, Y., & Harput, M. B. (2017). Çocuk eğitimi ve kitap okuma alışkanlığı üzerindeki aile etkisi: Susanna Tamaro “kitaplardan korkan çocuk” örneği. Uluslararası Çocuk Edebiyatı ve Eğitim Araştırmaları Dergisi (ÇEDAR), 1(1), 17-30.
  • Bandura, A. (1977). Social learning theory. New York: General Learning Press.
  • Beydoğan, H. Ö. (2010). Okuma ve anlamayı etkileyen stratejiler Milli Eğitim Dergisi, 40(185), 8-21.
  • Bircan, I., & Tekin, M. (1989). Türkiye’de okuma alışkanlığının azalması sorunu ve çözüm yolları. Ankara Üniversitesi Eğitim Bilimleri Dergisi, 22(1), 393–410.
  • Collins, A., & Smith, E. E. (1980). Teaching the process of reading comprehension. Bolt Beranek and Newman Inc.
  • Creswell, J. W., & Poth, C.N. (2018). Among five approaches, qualitative inquiry and research design are chosen (4th Edition). Thousand Oaks: SAGE Publications.
  • Çelik, Y., & Karakullukcu, N. (2020). İlkokul öğrencilerine kitap okuma alışkanlığı kazandırmada sınıf öğretmenlerinin rolü Adnan Menderes Üniversitesi Eğitim Fakültesi Eğitim Bilimleri Dergisi, 11(2), 1-14.
  • Çizmeci, E. (2017). No time for reading, addicted to scrolling: The relationship between smartphone addiction and reading attitudes of Turkish youth. Intermedia International E-journal, 4(7), 290-302. doi: 10.21645/intermedia.2017.37
  • Davey, B. (1988). Factors affecting the difficulty of reading comprehension items for successful and unsuccessful readers. The Journal of Experimental Education, 56(2), 67–76. doi: 10.1080/00220973.1988.10806468
  • Ding, H., & Homer, M. (2020). Interpreting mathematics performance in PISA: Taking account of reading performance. International Journal of Educational Research, 102. doi:10.1016/j.ijer.2020.101566
  • Dollinger, S. J., & Thelen, M. H. (1978) Overjustification and children’s intrinsic motivation: Comparative effects of four rewards. Personal and Social Psychology Bulletin, 36, 1259-1269. doi: 10.1037/0022-3514.36.11.1259
  • Duke, N. K., & Pearson, P. D. (2009). Effective practices for developing reading comprehension. Journal of Education, 189(1–2), 107–122. doi: 10.1177/0022057409189001-208
  • Erzincan Governship (2023, 12 October). Kitap candır can, hep birlikte okuyor Erzincan. http://erzincan.gov.tr/kitap-candir-can-hep-birlikte-okuyor-erzincan#:~:text=Vali%20Aydo%C4%9Fdu%2C%20konu%C5%9Fmas%C4%B1n%C4%B1n%20devam%C4%B1nda%3B%20%E2%80%9C,bunu%2020%20dakika%20olarak%20planlam%C4%B1%C5%9Ft%C4%B1k.
  • Gambrell, L. B. ( 2015 ). Getting students hooked on the reading habit. The Reading Teacher, 69(3), 259-263. doi: 10.1002/trtr.1423.
  • Granda, C. (1973). Atatürkʼün uşağı idim. Hürriyet Yayınları.
  • Hill, M. H., & Beers, G. K. (1993). Teachers as readers: Survey of teacher personal reading habits and literacy activities in the classroom. Retrieved from https://files.eric.ed.gov/fulltext/ED364836.pdf
  • Ilegbusi, M. I. (2013). An analysis of the role of rewards and punishment in motivating school learning. Computing, Information Systems & Development Informatics, 4(1), 35-38.
  • Kendou, P., Van den Broek, P., Helder, A., & Karlsson, J. (2014). A cognitive view of reading comprehension: Implications for reading difficulties. Learning Disabilities Research & Practice, 29(1), 10-16. doi: 10.1111/ldrp.12025
  • Köksal, K., & Değirmenci, H. (2016). Teacher opinions for the evaluation of reading hours in elementary schools. Türkiye Sosyal Araştırmalar Dergisi, 19(2), 11-28. doi:10.20296/tsad.39094
  • Landrum T.J., & Kauffman J.M. (2014). Behavioral approaches to classroom management, in Handbook of classroom management. New York: Routledge.
  • Lorch R. F., & van den Broek P. (1997). Understanding reading comprehension: Current and future contributions of cognitive science. Contemporary Educational Psychology, 22(2), 213–246.
  • Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass.
  • OECD, (2010). PISA 2009 assesment framework: Key competencies in reading, mathematics and science. Paris: OECD Publishing
  • OECD, (2016), The survey of adult skills: Reader's companion, second edition, OECD Skills Studies.Paris: OECD Publishing., doi: 10.1787/9789264258075-en.
  • OECD, (2019). PISA 2018 assessment and analytical framework. Paris: OECD Publishing. doi: 10.1787/b25efab8-en
  • OECD (2023), PISA 2022 results (Volume I): The state of learning and equity in education. Paris: OECD Publishing, doi: 10.1787/53f23881-en.
  • Obaidullah, M., & Rahman M. A. (2018). The impact of internet and social media on the habit of reading books: A case study in the southern region of Bangladesh. Studies in English Language and Education, 5(1), 25-39. doi: 10.24815/siele.v5i1.8966
  • Özbay, M. (2007). Türkçe özel öğretim yöntemleri II. Ankara: Öncü Kitap
  • Patton, M. Q. (2002). Qualitative research and evaluation methods. Thousand Oaks, CA: Sage Publications
  • Parlak, B. (2019). Akademik becerilerin izlenmesi ve değerlendirilmesi 4. sınıflar raporu. Millî Eğitim Bakanlığı
  • Rogiers, A., Van Keer, H., & Merchie, E. (2020). The profile of the skilled reader: An investigation into the role of reading enjoyment and student characteristics. International Journal of Educational Research, 99, 1-14. doi: 10.1016/j.ijer.2019.101512
  • Sapsağlam, Ö. (2018). Okul öncesi dönem çocuklarının değişen oyun tercihleri. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 19(1), 1122-1135.
  • Şahin, İ., İnci, S., Turan, H., & Apak, Ö. (2006). İlk okuma öğretiminde ses temelli cümle yönetimiyle çözümleme yönteminin karşılaştırılması. Milli Eğitim, 35(171), 109-129.
  • The World Bank (2019). Ending learning poverty: What will it take? https://documents1.worldbank.org/curated/en/395151571251399043/pdf/Ending-Learning-Poverty-What-Will-It-Take.pdf
  • Wehe, H. S., Rhodes, M. G., & Seger, C. A. (2015). Evidence for the negative impact of reward on self-regulated learning. Quarterly Journal of Experimental Psychology, 68(11), 2125–2130. https://doi.org/10.1080/17470218.2015.1061566
  • Vatansever, H. (2008). Çözümleme (cümle) yöntemi ve ses temelli cümle yöntemine göre okuma yazma öğrenmiş çocukların okuduğunu anlamadaki başarı durumlarının değerlendirilmesi [Unpublished master’s thesis]. Marmara Üniversitesi, İstanbul.
  • van den Broek P., & Kremer K. (1999). The mind in action: What it means to comprehend. In Taylor B., Graves M., & van den Broek P. (Eds.), Reading for meaning (pp. 1–31). New York: Teacher's College Press. Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık. Yılmaz, B. (1989). Okuryazarlık ve okuma alışkanlığı. Turkish Librarianship, 3(1), 48–53. Yin, R. K. (2008). Case study research: Design and methods (4th ed.). Thousand Oaks, CA: Sage

Yıl 2024, Cilt: 11 Sayı: 1, 178 - 192, 30.04.2024

Mehmet Arif Bozan

https://doi.org/10.30900/kafkasegt.1370135

Öz

Kaynakça

  • Akbaşlı, S., Şahin, M., & Yaykıran, Z. (2016). The effect of reading comprehension on the performance in science and mathematics. Journal of Education and Practice, 7(16), 108-121.
  • Akyol, H. (2005). Türkçe ilkokuma yazma öğretimi. Ankara: Pegem A Yayıncılık.
  • Akyol, H., & Temur, T. (2014). Comparing reading skills of first-grade students who learn reading-writing with sound-based clause method and clause method Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 5(9), 79-95.
  • Aslan, Y., & Harput, M. B. (2017). Çocuk eğitimi ve kitap okuma alışkanlığı üzerindeki aile etkisi: Susanna Tamaro “kitaplardan korkan çocuk” örneği. Uluslararası Çocuk Edebiyatı ve Eğitim Araştırmaları Dergisi (ÇEDAR), 1(1), 17-30.
  • Bandura, A. (1977). Social learning theory. New York: General Learning Press.
  • Beydoğan, H. Ö. (2010). Okuma ve anlamayı etkileyen stratejiler Milli Eğitim Dergisi, 40(185), 8-21.
  • Bircan, I., & Tekin, M. (1989). Türkiye’de okuma alışkanlığının azalması sorunu ve çözüm yolları. Ankara Üniversitesi Eğitim Bilimleri Dergisi, 22(1), 393–410.
  • Collins, A., & Smith, E. E. (1980). Teaching the process of reading comprehension. Bolt Beranek and Newman Inc.
  • Creswell, J. W., & Poth, C.N. (2018). Among five approaches, qualitative inquiry and research design are chosen (4th Edition). Thousand Oaks: SAGE Publications.
  • Çelik, Y., & Karakullukcu, N. (2020). İlkokul öğrencilerine kitap okuma alışkanlığı kazandırmada sınıf öğretmenlerinin rolü Adnan Menderes Üniversitesi Eğitim Fakültesi Eğitim Bilimleri Dergisi, 11(2), 1-14.
  • Çizmeci, E. (2017). No time for reading, addicted to scrolling: The relationship between smartphone addiction and reading attitudes of Turkish youth. Intermedia International E-journal, 4(7), 290-302. doi: 10.21645/intermedia.2017.37
  • Davey, B. (1988). Factors affecting the difficulty of reading comprehension items for successful and unsuccessful readers. The Journal of Experimental Education, 56(2), 67–76. doi: 10.1080/00220973.1988.10806468
  • Ding, H., & Homer, M. (2020). Interpreting mathematics performance in PISA: Taking account of reading performance. International Journal of Educational Research, 102. doi:10.1016/j.ijer.2020.101566
  • Dollinger, S. J., & Thelen, M. H. (1978) Overjustification and children’s intrinsic motivation: Comparative effects of four rewards. Personal and Social Psychology Bulletin, 36, 1259-1269. doi: 10.1037/0022-3514.36.11.1259
  • Duke, N. K., & Pearson, P. D. (2009). Effective practices for developing reading comprehension. Journal of Education, 189(1–2), 107–122. doi: 10.1177/0022057409189001-208
  • Erzincan Governship (2023, 12 October). Kitap candır can, hep birlikte okuyor Erzincan. http://erzincan.gov.tr/kitap-candir-can-hep-birlikte-okuyor-erzincan#:~:text=Vali%20Aydo%C4%9Fdu%2C%20konu%C5%9Fmas%C4%B1n%C4%B1n%20devam%C4%B1nda%3B%20%E2%80%9C,bunu%2020%20dakika%20olarak%20planlam%C4%B1%C5%9Ft%C4%B1k.
  • Gambrell, L. B. ( 2015 ). Getting students hooked on the reading habit. The Reading Teacher, 69(3), 259-263. doi: 10.1002/trtr.1423.
  • Granda, C. (1973). Atatürkʼün uşağı idim. Hürriyet Yayınları.
  • Hill, M. H., & Beers, G. K. (1993). Teachers as readers: Survey of teacher personal reading habits and literacy activities in the classroom. Retrieved from https://files.eric.ed.gov/fulltext/ED364836.pdf
  • Ilegbusi, M. I. (2013). An analysis of the role of rewards and punishment in motivating school learning. Computing, Information Systems & Development Informatics, 4(1), 35-38.
  • Kendou, P., Van den Broek, P., Helder, A., & Karlsson, J. (2014). A cognitive view of reading comprehension: Implications for reading difficulties. Learning Disabilities Research & Practice, 29(1), 10-16. doi: 10.1111/ldrp.12025
  • Köksal, K., & Değirmenci, H. (2016). Teacher opinions for the evaluation of reading hours in elementary schools. Türkiye Sosyal Araştırmalar Dergisi, 19(2), 11-28. doi:10.20296/tsad.39094
  • Landrum T.J., & Kauffman J.M. (2014). Behavioral approaches to classroom management, in Handbook of classroom management. New York: Routledge.
  • Lorch R. F., & van den Broek P. (1997). Understanding reading comprehension: Current and future contributions of cognitive science. Contemporary Educational Psychology, 22(2), 213–246.
  • Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass.
  • OECD, (2010). PISA 2009 assesment framework: Key competencies in reading, mathematics and science. Paris: OECD Publishing
  • OECD, (2016), The survey of adult skills: Reader's companion, second edition, OECD Skills Studies.Paris: OECD Publishing., doi: 10.1787/9789264258075-en.
  • OECD, (2019). PISA 2018 assessment and analytical framework. Paris: OECD Publishing. doi: 10.1787/b25efab8-en
  • OECD (2023), PISA 2022 results (Volume I): The state of learning and equity in education. Paris: OECD Publishing, doi: 10.1787/53f23881-en.
  • Obaidullah, M., & Rahman M. A. (2018). The impact of internet and social media on the habit of reading books: A case study in the southern region of Bangladesh. Studies in English Language and Education, 5(1), 25-39. doi: 10.24815/siele.v5i1.8966
  • Özbay, M. (2007). Türkçe özel öğretim yöntemleri II. Ankara: Öncü Kitap
  • Patton, M. Q. (2002). Qualitative research and evaluation methods. Thousand Oaks, CA: Sage Publications
  • Parlak, B. (2019). Akademik becerilerin izlenmesi ve değerlendirilmesi 4. sınıflar raporu. Millî Eğitim Bakanlığı
  • Rogiers, A., Van Keer, H., & Merchie, E. (2020). The profile of the skilled reader: An investigation into the role of reading enjoyment and student characteristics. International Journal of Educational Research, 99, 1-14. doi: 10.1016/j.ijer.2019.101512
  • Sapsağlam, Ö. (2018). Okul öncesi dönem çocuklarının değişen oyun tercihleri. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 19(1), 1122-1135.
  • Şahin, İ., İnci, S., Turan, H., & Apak, Ö. (2006). İlk okuma öğretiminde ses temelli cümle yönetimiyle çözümleme yönteminin karşılaştırılması. Milli Eğitim, 35(171), 109-129.
  • The World Bank (2019). Ending learning poverty: What will it take? https://documents1.worldbank.org/curated/en/395151571251399043/pdf/Ending-Learning-Poverty-What-Will-It-Take.pdf
  • Wehe, H. S., Rhodes, M. G., & Seger, C. A. (2015). Evidence for the negative impact of reward on self-regulated learning. Quarterly Journal of Experimental Psychology, 68(11), 2125–2130. https://doi.org/10.1080/17470218.2015.1061566
  • Vatansever, H. (2008). Çözümleme (cümle) yöntemi ve ses temelli cümle yöntemine göre okuma yazma öğrenmiş çocukların okuduğunu anlamadaki başarı durumlarının değerlendirilmesi [Unpublished master’s thesis]. Marmara Üniversitesi, İstanbul.
  • van den Broek P., & Kremer K. (1999). The mind in action: What it means to comprehend. In Taylor B., Graves M., & van den Broek P. (Eds.), Reading for meaning (pp. 1–31). New York: Teacher's College Press. Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık. Yılmaz, B. (1989). Okuryazarlık ve okuma alışkanlığı. Turkish Librarianship, 3(1), 48–53. Yin, R. K. (2008). Case study research: Design and methods (4th ed.). Thousand Oaks, CA: Sage
Toplam 40 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Sınıf Eğitimi
Bölüm Makaleler
Yazarlar

Mehmet Arif Bozan 0000-0003-3554-4828

Erken Görünüm Tarihi 30 Nisan 2024
Yayımlanma Tarihi 30 Nisan 2024
Gönderilme Tarihi 2 Ekim 2023
Yayımlandığı Sayı Yıl 2024 Cilt: 11 Sayı: 1

Kaynak Göster

APA Bozan, M. A. (2024). We Read but How: Research on Reading and Reading Comprehension Skills. E-Kafkas Journal of Educational Research, 11(1), 178-192. https://doi.org/10.30900/kafkasegt.1370135
 Kapak Resmi İndir

19190   23681     19386        19387