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Journals / Türk Psikoloji Dergisi / 2015 / Cilt: 30 - Sayı: 76

Okuma Güçlüğü Olan ve Olmayan Öğrencilerin Cümle Anlama Becerilerinin İncelenmesi

İSA BİRKAN GÜLDENOĞLU
TEVHİDE KARGIN
Paul MİLLER
Pages
82–100
DOI
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AI Summary & Key Takeaways

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

Evidence for the present study is discussed with reference to these factors (word processing and syntactic knowledge) that may explain the existence of their reading comprehension deficits.

📌 3 Key Takeaways

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Objective & Hypothesis:The present study was designed to compare the sentence comprehension skills of students with and without reading difficulties.
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Key Findings & Data:Participants were 35 readers with specific reading difficulties and a control of 51 normally developing readers selected from two distinct levels of education (3rd-4th graders = elementary; 6th-7th graders = junior-high).
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Conclusion & Impact:Evidence for the present study is discussed with reference to these factors (word processing and syntactic knowledge) that may explain the existence of their reading comprehension deficits.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

The present study was designed to compare the sentence comprehension skills of students with and without reading difficulties. Participants were 35 readers with specific reading difficulties and a control of 51 normally developing readers selected from two distinct levels of education (3rd-4th graders = elementary; 6th-7th graders = junior-high). We applied an experimental paradigm manipulating the semantic plausibility and syntactic complexity of sentences to compare reading comprehension skills of readers at the sentence level. In line with findings reported for their sentence comprehension performance, the participants with reading difficulties manifested rather alarmingly impoverished sentence comprehension skills in comparison to their normally developing counterparts. The findings suggest that this reading failure is rooted in an apparent deficiency in the ability to recruit word processing and syntactic knowledge to make sense of what they read. Evidence for the present study is discussed with reference to these factors (word processing and syntactic knowledge) that may explain the existence of their reading comprehension deficits.

Özet

Bu çalışmanın genel amacı, okuma güçlüğü olan ve olmayan öğrencilerin cümle anlama becerilerinin karşılaştırmalı olarak incelenmesidir. Bu genel amaç doğrultusunda araştırmaya, ilköğretim üçüncü ve dördüncü sınıflar ile altıncı ve yedinci sınıflarda öğrenim gören 35 okuma güçlüğü olan ve 51 normal gelişim gösteren toplam 86 öğrenci dâhil edilmiştir. Çalışma içerisinde öğrencilerin cümle anlama becerileri 16 cümlenin yer aldığı çoktan seçmeli bir cümle anlama işlemi ile değerlendirilmiştir. Yapılan değerlendirmeden elde edilen veriler, varyans analizi (GLM-Anova) ve iki faktörlü Manova (GLM-Manova) kullanılarak analiz edilmiştir. Analizlerden elde edilen bulgulara genel olarak bakıldığında, okuma güçlüğü olan öğrencilerin cümle anlama becerilerinde, okuma güçlüğü olmayan öğrencilere göre daha düşük performans sergiledikleri görülmüştür. Araştırmadan elde edilen bulgular, okuma güçlüğü olan öğrencilerin sahip oldukları kelime işlemleme ve sözdizimsel bilgi ve beceriler açısından değerlendirilerek tartışılmaya çalışılmıştır.

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Cite This Article

GÜLDENOĞLU, İ. B., KARGIN, T., MİLLER, P. (2015). Okuma Güçlüğü Olan ve Olmayan Öğrencilerin Cümle Anlama Becerilerinin İncelenmesi. Türk Psikoloji Dergisi, Cilt: 30 - Sayı: 76, 82–100. https://ajindex.com/articles/357884

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