Morfolojik Farkındalık Becerilerinin Okuma Sürecindeki Rolünün Gelişimsel Bakış Açısıyla İncelenmesi: İşiten ve İşitme Engelli Okuyuculardan Bulgular

Yıl 2019, Cilt: 20 Sayı: 2, 339 - 367, 01.06.2019

Tevhide Kargın , Birkan Güldenoğlu , Halime Miray Sümer

https://doi.org/10.21565/ozelegitimdergisi.456557

Cited By: 3

Öz

Bu araştırma, işiten ve işitme engelli öğrencilerin morfolojik
farkındalık becerilerinin okuma sürecindeki rolünü gelişimsel bakış açısıyla
incelemeyi amaçlayan nedensel karşılaştırmalı betimsel bir çalışmadır.
Araştırmaya, farklı eğitim düzeylerinde (ilkokul, ortaokul ve lise)
öğrenimlerine devam eden 67 işitme engelli öğrenci ile bu öğrencilerle aynı
sınıf düzeylerinde öğrenim gören 74 işiten öğrenci olmak üzere toplam 141
öğrenci katılmıştır. Araştırma grubunun morfolojik farkındalık bilgi ve
becerileri a) morfolojik duyarlık, b) morfolojik farkındalık becerileri
değerlendirme işlemleri ile değerlendirilmiştir. Araştırmanın verileri, varyans
analizi (GLM-Anova) ile iki faktörlü Manova (GLM-Manova) kullanılarak analiz
edilmiş ve yapılan analiz sonucunda işitme engelli öğrencilerin morfolojik
farkındalık becerilerinin işiten öğrencilere göre anlamlı derecede düşük olduğu
görülmüştür. Araştırmanın tartışma bölümünde, işitme engelli öğrencilerde
görülen düşük morfolojik farkındalık performanslarının onların genel okuma ve
okuduğunu anlama süreçlerine yansımaları ayrıntılı olarak tartışılmıştır.

Anahtar Kelimeler

morfolojik farkındalık, okuma, okuduğunu anlama, işitme engelliler

Kaynakça

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