Hızlı okuma eğitiminin ilkokul dördüncü sınıf öğrencilerinin okuma hızlarına ve anlama düzeylerine etkisi
Küçük Resim Yok
Tarih
2024
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Bayburt Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın temel amacı, hızlı okuma eğitiminin ilkokul dördüncü sınıf öğrencilerinin okuma hızlarına ve anlama düzeylerine etkisini incelemektir. Bu amaç doğrultusunda araştırma ön test-son test kontrol gruplu yarı deneysel model olarak desenlenmiştir. 2023-2024 eğitim-öğretim yılı bahar döneminde gerçekleştirilen araştırmaya Bayburt ili Merkez ilçesine bağlı bir devlet okulunun dördüncü sınıf A ve B şubelerinde öğrenim gören öğrenciler katılmıştır. Çalışmanın örneklemini 16 deney, 15 kontrol olmak üzere 31 öğrenci oluşturmaktadır. Deneysel işlem sürecinden önce her iki sınıfa da ön test olarak Okuduğunu Anlama Başarı Testi uygulanmış ve araştırmacı tarafından belirlenen metin üzerinden okuma hızı ölçümü yapılmıştır. Deney grubuna haftada iki gün, iki ders saatinde araştırmacı tarafından 6 hafta boyunca Hızlı Okuma Eğitimi verilmiştir. Deneysel işlem sonrasında veri toplama araçları son test olarak yeniden uygulanmıştır. Araştırma kapsamında toplanan veriler SPSS 24 paket programından yararlanılarak Elde edilen verilerin normal dağılıp dağılmadığını incelemek için Shapiro-Wilk normallik testi sonuçları, basıklık-çarpıklık katsayıları, histogram ve kutu grafikleri incelenerek verilerin parametrik testlerle çözümlenmesine karar verilmiştir. Sonuç olarak hızlı okuma eğitiminin okuduğunu anlama başarısına ve okuma hızına olumlu yönde bir etkisinin olduğu görülmüştür. Bu bulgulara dayanarak Hızlı Okuma Eğitiminin farklı okul ve yaş gruplarında uygulanabileceği, eğitim-öğretim yılının başlangıcından bitimine kadar derslerin işleyişiyle sürdürülmesinin öğrenci başarısı açısından faydalı olabileceği ve sınıf öğretmenlerinin derslerinde uygulayabileceği söylenebilir.
The main aim of this study is to investigate the effect of speed-reading training on the reading speeds and comprehension levels of fourth grade primary school students. To this end, the research was designed as a quasi-experimental model with pre-test and post-test control groups. The study was conducted during the spring semester of the 2023-2024 academic year, with participants being students from the fourth grade A and B sections of a public school in the central district of Bayburt. The sample of the study consists of 31 students, 16 in the experimental group and 15 in the control group. Prior to the experimental process, both classes were administered a Reading Comprehension Achievement Test as a pre-test, and reading speed measurements were taken using a text selected by the researcher. The experimental group received Speed-Reading Training conducted by the researcher twice a week, for two class hours, over a period of six weeks. After the experimental process, the data collection tools were re-administered as post-tests. The data collected within the scope of the research were analyzed using SPSS 24 software. The normality of the data was examined using the Shapiro-Wilk test, kurtosis-skewness coefficients, histograms, and box plots, leading to the decision to analyze the data using parametric tests. As a result, it was found that speed reading training had a positive effect on both reading comprehension achievement and reading speed. Based on these findings, it can be suggested that Speed-Reading Training could be applied in different schools and age groups, and that implementing it throughout the academic year could be beneficial for student achievement. It is also recommended that primary school teachers incorporate this training into their lessons.
The main aim of this study is to investigate the effect of speed-reading training on the reading speeds and comprehension levels of fourth grade primary school students. To this end, the research was designed as a quasi-experimental model with pre-test and post-test control groups. The study was conducted during the spring semester of the 2023-2024 academic year, with participants being students from the fourth grade A and B sections of a public school in the central district of Bayburt. The sample of the study consists of 31 students, 16 in the experimental group and 15 in the control group. Prior to the experimental process, both classes were administered a Reading Comprehension Achievement Test as a pre-test, and reading speed measurements were taken using a text selected by the researcher. The experimental group received Speed-Reading Training conducted by the researcher twice a week, for two class hours, over a period of six weeks. After the experimental process, the data collection tools were re-administered as post-tests. The data collected within the scope of the research were analyzed using SPSS 24 software. The normality of the data was examined using the Shapiro-Wilk test, kurtosis-skewness coefficients, histograms, and box plots, leading to the decision to analyze the data using parametric tests. As a result, it was found that speed reading training had a positive effect on both reading comprehension achievement and reading speed. Based on these findings, it can be suggested that Speed-Reading Training could be applied in different schools and age groups, and that implementing it throughout the academic year could be beneficial for student achievement. It is also recommended that primary school teachers incorporate this training into their lessons.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
