Effect of reciprocal teaching on comprehension, attention, rapid naming and working memory

Year 2024, , 180 - 198, 31.07.2024

Halil İbrahim Öksüz , Hayati Akyol

https://doi.org/10.19128/turje.1453025

Abstract

This study aims to evaluate word callers attending the fourth grade of primary school in terms of rapid naming, verbal working memory, and attention skills, and to examine the effect of the reciprocal teaching approach on the development of word callers' reading comprehension skills. The study group consisted of 25 word callers and 21 independent readers. Fourth-grade students who are at the independent level in word recognition skills and at the level of frustration in reading comprehension skills are defined as word callers. On the other hand, students who are at the independent level in both word recognition and reading comprehension skills are defined as independent readers. According to the findings, difficulties in rapid naming, verbal working memory and attention skills are common characteristics of word callers. On the other hand, with the reciprocal teaching approach applied for 12 weeks, significant improvements were achieved in the reading comprehension skills of word callers. In this direction, it can be interpreted that the reciprocal teaching approach eliminated the difficulties experienced by word callers.

Keywords

Reading comprehension, Reciprocal teaching, Word caller

Karşılıklı öğretimin anlama, dikkat, hızlı isimlendirme ve çalışma belleği üzerindeki etkisi

Abstract

Çalışmanın amacı, ilkokul dördüncü sınıfa devam eden papağan okuyucuları hızlı isimlendirme, sözel çalışma belleği ve dikkat becerileri açısından değerlendirmek ve karşılıklı öğretim yaklaşımının papağan okuyucuların okuduğunu anlama becerilerini geliştirmedeki etkisini incelemektir. Araştırmanın çalışma grubu 25 papağan okuyucu ve 21 bağımsız okuyucudan oluşmaktadır. Araştırmada kelime tanıma becerisinde serbest düzey, okuduğunu anlama becerisinde endişe düzeyinde olan ilkokul dördüncü sınıf öğrencileri papağan okuyucu olarak tanımlanmaktadır. Öte yandan hem kelime tanıma hem de okuduğunu anlama becerisinde serbest düzeyde olan öğrenciler ise bağımsız okuyucu olarak tanımlanmaktadır. Bulgulara göre, hızlı isimlendirme, sözel çalışma belleği ve dikkat becerisinde yaşanan güçlük papağan okuyucuların ortak özelliklerindendir. Öte yandan 12 hafta boyunca uygulanan karşılıklı öğretim yaklaşımı ile papağan okuyucuların okuduğunu anlama becerilerinde ciddi gelişimler sağlanmıştır. Bu doğrultuda karşılıklı öğretim yaklaşımının papağan okuyucuların yaşadıkları güçlükleri ortadan kaldırdığı yorumu yapılabilir.

Keywords

Karşılıklı öğretim, Okuduğunu anlama, Papağan okuyucu

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