Geri Dön

İlkokuma öğretiminde karşılaşılan güçlükler ve okumayı geliştirici duyuşsal yaklaşımlar

The Difficulties in beginning reading instruction and the effects of affective approaches

  1. Tez No: 188701
  2. Yazar: DERYA ARSLAN
  3. Danışmanlar: DOÇ.DR. ZAHİT DİRİK
  4. Tez Türü: Doktora
  5. Konular: Eğitim ve Öğretim, Education and Training
  6. Anahtar Kelimeler: Reading, Beginnig Reading, Reading Difficulties, Affective Approach
  7. Yıl: 2005
  8. Dil: Türkçe
  9. Üniversite: Uludağ Üniversitesi
  10. Enstitü: Sosyal Bilimler Enstitüsü
  11. Ana Bilim Dalı: İlköğretim Ana Bilim Dalı
  12. Bilim Dalı: Sınıf Öğretmenliği Bilim Dalı
  13. Sayfa Sayısı: 263

Özet

ø/.gö5(7ø0$1$%ø/ø0'$/,6,1,)gö5(70(1/øöø%ø/ø0'$/,ø/.2.80$gö5(7ø0ø1'(.$5ù,/$ù,/$1*hd/h./(59(2.80$

Özet (Çeviri)

ø/.gö5(7ø0$1$%ø/ø0'$/,6,1,)gö5(70(1/øöø%ø/ø0'$/,THE DIFFICULTIES IN BEGINNING READING INSTRUCTIONANDTHE EFFECT OF AFFECTIVE APPROACHESDerya ARSLAN(PhD Thesis)ABSTRACTThe aim of this study was to find the difficulties in the first grade readingtraining and to investigate the effects of affective approach on students? readingdifficulties. This study also examines if these reading difficulties and effects of affectiveapproach vary in term of socioeconomic status.In this study basicly experimental method were used. The opinions of theprimary school teachers who teach the second grade students were asked regardingreading and reading difficulties.The experimental study was conducted on one experimental group and onecontrol group from three sosioeconomic status. Affective approach were used in thethree experimental groups during reading training. Traditional methods were used inthree control groups. Additionally, the opinions of students and their parents wereasked by means of surveys.Data were collected by using teacher questionnaire, parent questionnaire, studentinterview form, oral reading texts and observation check list which were developed forthis purpose.Percentage, frequency, t- test, analysis of variance, Fischer LSD Test were usedto analyze the data.The research results indicate that at the beginning of the second grade thenumber of the students who do not know reading (41 %) and who have readingdifficulties (71 %) are very high.Reading speed of students from Low Socio-Economic Status (SES) are foundslowly than middle and higher SES groups. Additionally students from high SES groupshave less reading difficulties than two other SES groups.Affective approach has an positive effect on relieving reading difficulties butless effect on reading speed.

Benzer Tezler

  1. İlkokuma yazma öğretiminde karşılaşılan güçlüklerin öğretmen ve ebeveyn görüşlerine dayalı olarak belirlenmesi

    Determining difficulties in literacy education based on views of teachers and parents

    ESRA ÖZ

    Yüksek Lisans

    Türkçe

    Türkçe

    2009

    Eğitim ve ÖğretimÇanakkale Onsekiz Mart Üniversitesi

    İlköğretim Bölümü

    YRD. DOÇ. DR. BÜLENT GÜVEN

  2. İlköğretim okullarında ilkokuma yazma öğretiminde karşılaşılan güçlükler

    Experiencing difficulties in primary literacy training at primary education schools

    ZEKİ YALÇIN

    Yüksek Lisans

    Türkçe

    Türkçe

    1999

    Eğitim ve ÖğretimPamukkale Üniversitesi

    Sınıf Öğretmenliği Ana Bilim Dalı

    DOÇ. DR. GÖNÜL İÇLİ

  3. İlkokuma yazma öğretiminde karşılaşılan güçlüklerle öğretmen nitelikleri arasındaki ilişki

    The Relationship between the difficulties faced in primary literacy training and the teachers qualities

    MUSTAFA DAMAR

    Yüksek Lisans

    Türkçe

    Türkçe

    1996

    Eğitim ve ÖğretimHacettepe Üniversitesi

    PROF.DR. VEYSEL SÖNMEZ

  4. Anadili farklı ilkokul öğrencilerine Türkçe ilkokuma ve yazma öğretiminde karşılaşılan güçlüklere ilişkin öğretmen görüşlerinin incelenmesi

    An investigation of the difficulties in teaching first reading and writing in Turkish to non-native Turkish speaking students in primary schools, including teachers' opinions

    DEMET ÖZTEPE

    Yüksek Lisans

    Türkçe

    Türkçe

    2019

    Eğitim ve ÖğretimTrabzon Üniversitesi

    İlköğretim Ana Bilim Dalı

    PROF. DR. DURMUŞ EKİZ