SavedAdd your journal

Journals / MANAS Sosyal Araştırmalar Dergisi / 2006 / Cilt: 8 - Sayı: 16

THE STRATEGIES AND TECHNIQUES THAT CAN BE USED ACCORDING TO TEXT STRUCTURE IN IMPROVEMENT OF STUDENTS’ READING COMPREHENSION SKILLS IN SOCIAL STUDIES

SOSYAL BİLGİLERDE ÖĞRENCİLERİN OKUDUĞUNU ANLAMA BECERİLERİNİN GELİŞTİRİLMESİNDE METİN YAPISINA BAĞLI OLARAK KULLANILABİLECEK STRATEJİ VE TEKNİKLER

Cengiz DÖNMEZ
Kubilay YAZICI
Pages
137–154
Publication Date
2006-10-01
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Some of the reading comprehension strategies that can be used in narrative texts are: story map, story pyramid, story face and reading comprehension strategies that can be used in expository texts are: concept map, KWL strategies, herringbone technique and graphic organizers

📌 3 Key Takeaways

🎯
Objective & Hypothesis:It is benefited from written materials frequently are being used at the process of education and instruction in the social studies courses.
📊
Key Findings & Data:The improvement of reading comprehension skills can be possible only by using various strategies.
💡
Conclusion & Impact:Some of the reading comprehension strategies that can be used in narrative texts are: story map, story pyramid, story face and reading comprehension strategies that can be used in expository texts are: concept map, KWL strategies, herringbone technique and graphic organizers
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Sosyal Bilgiler · Metin Yapısı · Okuduğunu Anlama Stratejileri

Abstract

It is benefited from written materials frequently are being used at the process of education and instruction in the social studies courses. Therefore, reading comprehension skills have an increasing importance in the dimension of effective usage of written materials. The improvement of reading comprehension skills can be possible only by using various strategies. Usage of these strategies makes it easier to understand the subject and processing of the reading for students and teachers. Some of the reading comprehension strategies that can be used in these courses vary according to the structure of the text. The text structures that can be used in social studies may be classified under usually two groups like: expository and narrative texts. Some of the reading comprehension strategies that can be used in narrative texts are: story map, story pyramid, story face and reading comprehension strategies that can be used in expository texts are: concept map, KWL strategies, herringbone technique and graphic organizers

Özet

Sosyal bilgiler derslerinde eğitim-öğretim faaliyetleri sırasında yazılı materyallerden sıkça faydalanılmaktadır. Bu sebeple okuduğunu anlama becerileri, yazılı materyallerin daha işlevsel olarak kullanılması boyutunda önem kazanmaktadır. Okuduğunu anlama becerilerinin etkinliğinin artırılması ise, çeşitli stratejilerin kullanılması ile mümkündür. Stratejilerin kullanılması, öğrenci ve öğretmenlere metnin işlenişi ve konunun anlaşılması sırasında kolaylık sağlamaktadır. Bu derslerde kullanılabilecek okuduğunu anlama stratejilerinden bazıları, metin yapısına bağlı olarak değişiklik arz etmektedir. Sosyal bilgilerde kullanılabilecek metin yapıları; genellikle, bilgi verici ve hikâye edici olmak üzere iki grupta sınıflandırılabilir. Hikâye edici metinlerde kullanılabilecek okuduğunu anlama stratejilerinden bazıları: hikâye haritası, hikâye piramidi ve hikâyenin yüzü stratejisi iken, bilgi verici metinlerde kullanılabilecek okuduğunu anlama stratejileri ise: kavram haritaları, bildiklerim-bilmek istediklerim-öğrendiklerim stratejisi, herringbone tekniği ve grafik düzenleyicilerdir

🔖

Cite This Article

DÖNMEZ, C., YAZICI, K. (2006). THE STRATEGIES AND TECHNIQUES THAT CAN BE USED ACCORDING TO TEXT STRUCTURE IN IMPROVEMENT OF STUDENTS’ READING COMPREHENSION SKILLS IN SOCIAL STUDIES. MANAS Sosyal Araştırmalar Dergisi, Cilt: 8 - Sayı: 16, 137–154. https://ajindex.com/articles/3534

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (13)

  1. ALVERMANN, D.E. and PHELPS, S.F. (2005). Content Reading and Literacy. USA Ally and Bacon Fourth Edition.
  2. BOULINEAU, T.; FORE, C.B.; HAGAN, S. and BURKE, M. D. (2004). Use of Story Mapping to Increase the Story-Gramer Text Comprehension of Elementary Students with Learning Disabilities. Learning Disability Quarterly, 27, Spring. 105- 121. BRAYN, J. (1998). K-W-W-L: Questioning the Known. The Reading Teacher. 51(7): 620. BROER, N.A. & AARNOUSTSE, C.A.J. & KIEVIET, F.K. and LEEUWE, J.F.J.V. (2002). The Effect of Instructing the Structural Aspect of Text. Educationals Studies, (3): 213-238.
  3. BROWN, M.J.M. (1981).
  4. What Does the Author Say, What Does the Author Mean? Reading in the Social Studies. Theory into Practice. XX (3): 199-205.
  5. CAMP, D. (2000). It takes two: Teaching with Twin Text of Fact and Fiction. The Reading Teacher, 53(5): 400-408.
  6. CIARDIELLO, A.V. (2002). Helping Adolescents Understand Cause / Effect Text Structure in Social Studies. The Social Studies. 31-36. COTE’, N. and GOLDMAN, S.R. & SAUL, E.U. (1998). Students Making Sense of Informational Text: Relations Between Processing and Representation. Discourse Processes, 25(1): 1-53.
  7. DARCH, C. and EAVES, R. (1986). Visual Displays to Increase Comprehension of High School Learning-Disabled Students. Journal of Special Education, 20: 309-318.
  8. DICKSON, S. V. & SIMMONS, D.C. and KAMEENUI, E. J. (1995). Text Organization Cirricular and Instructional Implications for Diverse Learners. Technical Report No.18, National Center to Improve the Tools of Educators, University of Oregon. DIMINO, J.; GERSTEN, R.; CARNINE, D. and BLAKE, G. (1990). Story Gramer: An Approach for Promoting At-Risk Secondary Students Comprehension of Literature. The Elementary School Journal, 91(1), 19-32.
  9. DOBBS, O. (2003). Using Reading Strategies to Reduce the Failure Rate in the Content Area. Subject: Social Studies. Grade Level: 6-7-8. ERIC Document No: ED 479 208, 1-41.
  10. DOWNING, J.A., BAKKEN, J.P. and WHEDON, C.K. (2002). Teaching Text Structure to Improve Reading Comprehension. Intervention in School and Clinic, 37(4): 229-233.
  11. EGAN, M. (1999). Reflections on Effective Use of Graphic Organizers. Journal of Adolescent & Adult Literacy, 42(8): 641-645.
  12. FORDHAM, N.W. & WELLMAN, D. and SANDMANN, A. (2002). Taming the Text Engaging and Supporting in Students Social Studies Readings. The Social Studies. July/August. 151-158.
  13. GARCIA, Jesus and MICHAELIS, John U. (2001). Social Studies for Children (A Guide to Basic Instruction). USA