SavedAdd your journal

Journals / Gazi Üniversitesi Kastamonu Eğitim Dergisi / 2006 / Cilt: 14 - Sayı: 1

Advance Organizers and Eployment in Teaching

Ön Örgütleyiciler ve Öğretimde Kullanımları

Uğur ALTUNAY
Dilek ÇAKICI
Pages
11–20
Publication Date
2022-10-18
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)

Besides in this study, it is mentioned how advance organizers are prepared and presented, the contributions of advance organizer use in pre-reading activities to reading comprehension process are discussed

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study aims to present information about advance organizer strategy developed by D.
📊
Key Findings & Data:Ausubel, its importance, characteristics and functions in teaching process and its employment in English reading comprehension process.
💡
Conclusion & Impact:Besides in this study, it is mentioned how advance organizers are prepared and presented, the contributions of advance organizer use in pre-reading activities to reading comprehension process are discussed
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

This study aims to present information about advance organizer strategy developed by D. Ausubel, its importance, characteristics and functions in teaching process and its employment in English reading comprehension process. Besides in this study, it is mentioned how advance organizers are prepared and presented, the contributions of advance organizer use in pre-reading activities to reading comprehension process are discussed

Özet

Bu çalışma, D. Ausubel tarafından geliştirilen ön örgütleyici stratejisi, öğretimdeki önemi, özellikleri, işlevleri ve İngilizce okuduğunu anlama sürecinde kullanımı hakkında bilgi vermeyi amaçlamaktadır. Ayrıca bu çalışmada, ön örgütleyicilerin nasıl hazırlandığı ve sunulduğu üzerinde durulmuş; ön örgütleyicilerin, okuma öncesi etkinliklerde kullanımının anlama sürecine katkıları tartışılmıştır.

🔖

Cite This Article

ALTUNAY, U., ÇAKICI, D. (2022). Advance Organizers and Eployment in Teaching. Gazi Üniversitesi Kastamonu Eğitim Dergisi, Cilt: 14 - Sayı: 1, 11–20. https://ajindex.com/articles/523131

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (19)

  1. Altunay, U. (2000). Ön örgütleyicilerin ve öğrenci tutumlarının İngilizce ironik metinlerin anlaşılması üzerine etkileri. Yayımlanmamış Doktora Tezi. Dokuz Eylül Üniversitesi, İzmir
  2. Ausubel, D. P. (1968). Educational psychology: A cognitive view. New York: Holt, Rinehart and Winston
  3. Armbruster, B. B. ve Osborn, J. H. (2002). Reading instruction and assessment. Boston: Allyn and Bacon
  4. Badrawi, N. (1992). The reading dilemma: Meeting individual needs. English Teaching Forum, S. 16-17
  5. Carrell, D. L. (1988). Introduction: Interactive approaches to second language reading Interactive approaches to second language reading ( Ed. P. L. Carrell, J. Devine, D. E. Eskey). Cambridge: Cambridge University Press. S. 1-5
  6. Demirel, Ö. (2003). Yabancı dil öğretimi. Ankara: Pegem A yayıncılık
  7. Grabe, W. ve Stoller, F. L. (2001). Reading for academic purposes: Guidelines for the ESL/EFL teacher. Teaching English as a second or foreign language ( Ed. Celce- Murcia). Heinle&Heinle. S.187-203
  8. Grabe, W. ve Stoller, F. L. (2002). Teaching and researching reading. London: Pearson Education
  9. Groller, K. L., Kender, J. P. ve Honeyman, D. S. (1991). Does instruction on metecognitive strategies help students use advance organizers? Journal of Reading, 34 6). S. 470-475
  10. Joyce, B.,Weil, M. ve Showers, B. (1992). Models of teaching. Londra: Allyn and Bacon
  11. McInerney, D. M. ve McInerney, V. (2002). Educational psychology: Constructing learning. Australia: Pearson Education
  12. Mirhassani, A. (2003). Theories, approaches and methods in teaching English as a foreign language. İran: Diba Kitabevi 13. Moorman, G. B. ve Blanton, W. E. (1990). The information test reading activity. Engaging students in meaningful learning. Journal of Reading, 34. S. 174-183
  13. Özdemir, E. (1995). Okuma sanatı. İstanbul: İnkılap Kitabevi
  14. Richek, M. A., Caldwell, J. S., Jennings, J. H. ve Lerner, J. W. (2002). Reading problems: Assessment and teaching strategies. Boston: Allyn and Bacon
  15. Ruddell, R. B. (2002). Teaching children to read and write. Boston: Allyn and Bacon
  16. Senemoğlu, N. (2003). Gelişim öğrenme ve öğretim: Kuramdan uygulamaya. Ankara: Gazi Kitabevi
  17. Smith, F. (1985). Reading. Cambridge: Cambridge University Press
  18. Smith, F. (1988). Understanding reading: A psycholinguistic analysis of reading and learning to read. Hillsdale: NJ: Erlbaum
  19. Smith, B. D. (1993). Bridging the gap, college reading. New York: Harper Collins College Publi