Zihin yetersizliği olan öğrencilere akıcı okuma öğretimi üzerine yapılan araştırmaların incelenmesi

Year 2022, Volume: 5 Issue: 1, 71 - 90, 31.05.2022

Kemal Afacan

https://doi.org/10.33400/kuje.1039438

Cited By: 1

Abstract

Akıcı okuma, okuduğunu anlama gibi daha üst düzey okuma becerilerinin kazanılması için gerekli bir beceridir. Geçmiş çalışmalar zihin yetersizliği olan öğrenciler için akıcı okuma becerilerinin öğretiminin öncelik olmadığını ve sınıf içi uygulamalarda akıcı okuma öğretimine yönelik uygulamaların yer almadığını göstermiştir. Bu çalışmanın amacı zihin yetersizliği olan öğrencilerin akıcı okuma becerilerini geliştirmeyi amaçlayan bilimsel araştırmaları tespit etmek ve bu araştırmaların betimsel bir incelemesini sunmaktır. Konu ile ilgili literatürde yer alan araştırmaları tespit etmek için EBSCO (Academic Search Ultimate, ERIC, H. W. Wilson, TR Dizin), Web of Science (Social Sciences Citation Index ve Emerging Sources Citation Index) ve Google Akademik veri tabanlarında aramalar yapılmıştır. Akıcı okuma, zihin yetersizliği ve uygulama ile ilgili farklı anahtar kelime kombinasyonları kullanılmıştır. Bu çalışmada belirlenen altı ölçütü karşılayan toplam 14 araştırma makalesi tespit edilmiştir. Bu 14 araştırma makalesi betimsel özellikleri açısından incelenerek bulgular oluşturulmuştur. Bulgular araştırmaların hafif ve orta düzeyde zihin yetersizlikleri bulunan öğrencilerle ve çoğunlukla ilkokul ve ortaokul düzeyinde yapıldığını ortaya koymuştur. Çalışmaların çoğunda tek denekli araştırma desenleri kullanılmıştır. Bulgular ayrıca araştırmalarda yaygın olarak tekrarlı okuma yönteminin kullanıldığını ve bu yöntemin hafif ve orta düzeyde zihin yetersizliği olan öğrencilerin bir dakikada okuduğu doğru kelime sayısını artırma üzerinde etkili olduğunu göstermiştir. Çalışmanın sınırlılıkları ve gelecek çalışmalar için öneriler belirtilmiştir.

Keywords

zihin yetersizliği, akıcılık, okuma, akıcı okuma, tekrarlı okuma

A review of research on reading fluency instruction for students with intellectual disability

Abstract

Reading fluency is a necessary skill for the acquisition of higher-level reading skills such as reading comprehension. Past studies have shown that teaching reading fluency skill is not a priority for students with intellectual disability (ID) and that there are no practices for teaching reading fluency in classrooms. The purpose of this study is to identify the scientific researches applied to improve the reading fluency skills of students with ID and to present a descriptive analysis of the characteristics of these researches. In order to identify the studies on the topic in the literature, searches were conducted in EBSCO (Academic Search Ultimate, ERIC, H. W. Wilson, TR Index), Web of Science (Social Sciences Citation Index and Emerging Sources Citation Index) and Google Scholar databases. Keywords were used in different combinations related to reading fluency, intellectual disability, and intervention. A total of 14 research articles that met the six criteria determined in this study were identified. Results were created by examining these 14 research articles in terms of their descriptive characteristics. The results revealed that the studies were conducted with students with mild and moderate ID and mostly at elementary and middle school level. Single-case research designs were used in most of the studies. The results also showed that repeated reading method was widely used in studies and that this method was effective in increasing the number of correct words read in one minute by students with mild and moderate ID. Limitations of the study and recommendations for future research were provided

Keywords

intellectual disability, fluency, reading, reading fluency, repeated reading

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