Cognitive and Metacognitive Strategies Used by Good Readers and Students with Learning Disabilities to Understand a Text

Year 2019, Volume: 27 Issue: 2, 669 - 681, 15.03.2019

Tahsin Fırat , Duygu Koçak

https://doi.org/10.24106/kefdergi.2672

Cited By: 6

Abstract

In this study, cognitive and metacognitive strategies used by good readers and students with learning disabilities in reading process were investigated comparatively.  The study was conducted with eight students with learning disabilities, and with eight good readers continuing on the 6th, 7th, and 8th grades. Focus group interview was held to determine the strategies and behaviors the students used before, during and after the reading. The data were analyzed by using content analysis technique. Evidence was found that good readers used many strategies before, during and after reading to understand the text, while students with learning disabilites used very few strategies. 

Keywords

Cognitive and metacognitive strategy, good readers, learning disability

Başarılı Okuyucular ile Öğrenme Güçlüğü Olan Öğrencilerin Metni Anlamak için Kullandıkları Bilişsel ve Üstbilişsel Stratejiler

Abstract

Bu araştırmada, başarılı okuyucular ile öğrenme güçlüğü olan öğrencilerin okuma sürecinde kullanmış oldukları bilişsel ve üstbilişsel stratejiler karşılaştırmalı olarak incelenmiştir. Araştırma, 6.,7., ve 8. Sınıfa devam eden sekiz başarılı okuyucu ve sekiz öğrenme güçlüğü tanısı almış öğrenci ile gerçekleştirilmiştir. Öğrencilerin okuma öncesi, sırası ve sonrası kullandığı stratejileri ve davranışları belirlemek amacıyla odak grup görüşmesi yapılmıştır. Elde edilen veriler, içerik analizi yapılarak yorumlanmıştır. Araştırma sonucunda başarılı okuyucuların metni anlamak için okuma öncesi, sırası ve sonrası birçok strateji kullandıkları belirlenirken, öğrenme güçlüğü olan öğrencilerin çok az strateji kullandığı tespit edilmiştir. 

Keywords

Başarılı okuyucular, bilişsel ve üstbilişsel strateji, öğrenme güçlüğü

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