Okuma tiyatrosu stratejisinin ilkokul öğrencilerinin okuma tutumu, okuduğunu anlama düzeyi ve akıcı okuma becerileri üzerindeki etkisi
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Tarih
2024
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Kırıkkale Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmada okuma tiyatrosu stratejisinin, akıcı okuma, okuduğunu anlama ve okuma tutumu üzerinde etkisini belirlemek amaçlanmıştır. Araştırmada karma desen kullanılmıştır. Gaziantep'in Şahinbey ilçesinde gerçekleştirilen çalışmaya 34 ilkokul dördüncü sınıf öğrencisi katılmıştır. Çalışmada nicel ölçme aracı olarak "Okuma tutum ölçeği", "Okuduğunu anlama testi", "Prozodik okuma ölçeği", kullanılmış; bu ölçeklerin yanı sıra öğrencilerin doğru okuma yüzdeleri ve okuma hızları ölçülmüştür. Nitel veriler araştırmacı tarafından hazırlanan yarı yapılandırılmış görüşme formu ile toplanmış ve içerik analizi yapılarak analiz edilmiştir. Verilerin nicel kısmının analizinde istatistik programından yararlanılmıştır. Araştırma sonunda nicel verilerden okuma tiyatrosu stratejisinin akıcı okuma bileşenlerinden doğru okuma ve prozodik okuma başlıklarında deney grubu lehine anlamlı bir farklılık olduğu belirlenirken okuma hızı üzerinde bir etkisi olmadığı sonucuna ulaşılmıştır. Okuduğunu anlama ve okuma tutumu üzerinde yapılan ön test ve son testler analiz edildiğinde okuma tiyatrosu stratejisi uygulanan bireyler üzerinde etkili olduğu sonucuna ulaşılmıştır. Nitel verilerden elde edilen kodlar iki tema altında toplanmıştır. Bu temalardan ilki "okuma tiyatrosunda sevilen uygulamalar" ikincisi ise "okuma tiyatrosunun katkıları" olarak belirlenmiştir. Birinci tema altında öğrenciler tarafından en sık ifade edilen kodun "eşli okuma" olduğu belirlenmiştir. İkinci sıklıkla "tekrarlı okuma" etkinliklerinin okuma tiyatrosunda sevilen uygulamalardan olduğu belirlenmiştir. İkinci tema altında en sık ifade edilen kodun "Okuduğunu anlama" olduğu belirlenmiştir. Araştırmada elde edilen diğer önemli kod ise "okuma sevgisi kazanma" olarak ifade edilmiştir.
In this research, the effectiveness of the reading theater strategy, fluent reading, reading comprehension and reading attitude is determined. A mixed design was used in the research. A total of 34 fourth grade students from primary schools in Şahinbey district of Gaziantep participated. "Reading attitude behavior", "Reading comprehension test", "Prosodic reading behavior" were used as quantitative measurement tools in the study; In addition to these scales, correct reading percentages and reading speeds were measured. Qualitative data were collected with a semi-structured interview form prepared by the researcher and analyzed by content analysis. A statistical program was used to analyze the quantitative part of the data. At the end of the research, it was determined from the quantitative data that there was a significant difference in favor of the experimental group in the fluent reading components of the reading theater strategy, such as accurate reading and prosodic reading, while it was concluded that it had no effect on the reading speed. When the pre-test and post-tests on reading comprehension and reading attitude were analyzed, it was concluded that the reading theater strategy was effective on the individuals applied. The codes obtained from qualitative data were collected under two themes. The first of these themes was determined as "popular practices in reading theater" and the second was "contributions of reading theater". Under the first theme, it was determined that the most frequently expressed code by the students was "paired reading". It has been determined that the second most frequent "repeated reading" activities are among the popular practices in reading theatre. It was determined that the most frequently expressed code under the second theme was "Reading comprehension". Another important code obtained in the research was expressed as "gaining a love of reading".
In this research, the effectiveness of the reading theater strategy, fluent reading, reading comprehension and reading attitude is determined. A mixed design was used in the research. A total of 34 fourth grade students from primary schools in Şahinbey district of Gaziantep participated. "Reading attitude behavior", "Reading comprehension test", "Prosodic reading behavior" were used as quantitative measurement tools in the study; In addition to these scales, correct reading percentages and reading speeds were measured. Qualitative data were collected with a semi-structured interview form prepared by the researcher and analyzed by content analysis. A statistical program was used to analyze the quantitative part of the data. At the end of the research, it was determined from the quantitative data that there was a significant difference in favor of the experimental group in the fluent reading components of the reading theater strategy, such as accurate reading and prosodic reading, while it was concluded that it had no effect on the reading speed. When the pre-test and post-tests on reading comprehension and reading attitude were analyzed, it was concluded that the reading theater strategy was effective on the individuals applied. The codes obtained from qualitative data were collected under two themes. The first of these themes was determined as "popular practices in reading theater" and the second was "contributions of reading theater". Under the first theme, it was determined that the most frequently expressed code by the students was "paired reading". It has been determined that the second most frequent "repeated reading" activities are among the popular practices in reading theatre. It was determined that the most frequently expressed code under the second theme was "Reading comprehension". Another important code obtained in the research was expressed as "gaining a love of reading".
Açıklama
Sosyal Bilimler Enstitüsü, Sınıf Eğitimi Ana Bilim Dalı, İlköğretim Sınıf Öğretmenliği Eğitimi Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
