Öğrenme Güçlüğü Olan ve Olmayan Öğrencilerin Sözcük Bilgisi ve Okuduğunu Anlama Becerileri Arasındaki İlişki

Year 2020, Volume: 21 Issue: 1, 1 - 22, 01.03.2020

Şenay Delimehmet Dada , Cevriye Ergül

https://doi.org/10.21565/ozelegitimdergisi.544840

Cited By: 9

Abstract

Bu araştırmada
öğrenme güçlüğü olan ve normal gelişim gösteren öğrencilerin sözcük bilgileri
ve okuduğunu anlama performansları ile bu becerileri arasındaki ilişki düzeyi
incelenmiştir. Çalışma grubunu 30 öğrenme güçlüğü olan ve 30 normal gelişim
gösteren toplam 60 öğrenci oluşturmuştur. Katılımcıların tümü 3. ve 4. sınıfa
devam eden öğrenciler arasından seçilmiştir. Araştırmada ilişkisel tarama
modeli kullanılmıştır. Veriler Türkçe İfade Edici ve Alıcı Dil Testi (TİFALDİ) ve Formel Olmayan Okuma Envanteri (FOOE) kullanılarak toplanmıştır. Analizler sonucunda,
sözcük bilgisi ve okuduğunu anlama becerilerinde öğrenme güçlüğü yaşayan
öğrencilerin normal gelişim gösteren akranlarından anlamlı olarak daha düşük
performans sergiledikleri görülmüştür. Öğrencilerin sözcük bilgileri ve
okuduğunu anlama becerilerindeki ilişki incelendiğinde ise; öğrenme güçlüğü
olan öğrencilerin bu becerileri arasında kısmi olarak anlamlı bir ilişki
bulunurken normal gelişim gösteren öğrenciler için bu beceriler arasında
anlamlı bir ilişki bulunamamıştır. Elde edilen bulgular alanyazın çerçevesinde
tartışılmıştır. 

Keywords

öğrenme güçlüğü, sözcük bilgisi, okuduğunu anlama

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