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Dergiler / Adıyaman Üniversitesi Eğitim Bilimleri Dergisi / 2026 / Cilt: 16 Sayı: 1

Öz Düzenlemeli Müdahale Paketinin Öğrenme Güçlüğü Olan Öğrencinin Yazma Becerilerine Etkisi

The Effect of the Self-Regulated Intervention Package on the Writing Skills of Students with Learning Disabilities

Mustafa Ceylan(ARTVİN ÇORUH ÜNİVERSİTESİ)0000-0003-1922-0161
Sayfa
471–501
Yayın Tarihi
2026-06-30
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Elde edilen bulgular alan yazını çerçevesinde tartışılmış ve önerilere yer verilmiştir.

📌 3 Maddede Bu Makale

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Amaç & Hipotez:Çalışmada öz düzenlemeli müdahale paketinin öğrenme güçlüğü olan bir öğrencinin yazma becerilerine etkisinin incelenmesi amaçlanmıştır.
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Temel Bulgular & Veri:Bu amaç doğrultusunda öğrenme güçlüğü olan bir altıncı sınıf öğrencisinin öykü unsurlarına, kâğıt düzenine ve noktalama işaretlerine uygun metin yazma davranışlarının desteklenmesinde öz düzenleme stratejilerinin kullanımına yer verilmiştir.
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Sonuç & Katkı:Elde edilen bulgular alan yazını çerçevesinde tartışılmış ve önerilere yer verilmiştir.
🔬Tür:Uygulamalı Anket & Alan Araştırması
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:öğrenme güçlüğü · yazma güçlüğü. · öykü yazma

Özet

Çalışmada öz düzenlemeli müdahale paketinin öğrenme güçlüğü olan bir öğrencinin yazma becerilerine etkisinin incelenmesi amaçlanmıştır. Bu amaç doğrultusunda öğrenme güçlüğü olan bir altıncı sınıf öğrencisinin öykü unsurlarına, kâğıt düzenine ve noktalama işaretlerine uygun metin yazma davranışlarının desteklenmesinde öz düzenleme stratejilerinin kullanımına yer verilmiştir. Araştırma modeli olarak tek denekli araştırma modellerinden davranışlar arası çoklu başlama modeli kullanılmıştır. Katılımcının öykü unsurlarına, kâğıt düzenine ve noktalama işaretlerine uygun öykü yazma davranışlarının kazandırılması hedeflenmiştir. Hedef davranışların edindirilmesi için hikâye haritası, ipucunun silikleştirilmesi, doğrudan öğretim ve öz düzenleme stratejileri kullanılmıştır. Hedeflenen davranışların edinilme süreçleri; öykü unsurlarına uygun metin yazma için dört oturum, kâğıt düzenine uygun metin yazma için altı oturum ve noktalama işaretlerine uygun metin yazma için on oturum sürmüştür. Çalışmanın sonuçları çalışmanın katılımcısının öykü unsurlarına uygun metin yazma, kâğıt düzenine uygun metin oluşturma ve noktalama işaretlerini kullanarak metin yazma davranışlarının arttığını ortaya koymaktadır. Elde edilen bulgular alan yazını çerçevesinde tartışılmış ve önerilere yer verilmiştir.

Abstract

This study examined the effect of a self-regulation intervention package on the writing skills of a student with learning disabilities. To this end, self-regulation strategies were employed to support the student's writing behaviors in terms of narrative elements, paper layout and punctuation. A multiple baseline design across behaviors, one of the single-subject research models, was employed. Story maps, fading prompts, direct instruction and self-regulation strategies were employed to encourage the acquisition of the target behaviors. The results reveal that the participant's behaviors relating to writing texts appropriate to story elements, creating texts appropriate to paper layout and writing texts using punctuation marks increased. The acquisition processes for the targeted behaviors lasted four sessions for writing texts appropriate to story elements, six sessions for writing texts appropriate to paper layout and ten sessions for writing texts using punctuation marks. The findings were discussed within the framework of the literature, and recommendations were made.

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Bu Makaleye Atıf Yap

Ceylan, M. (2026). Öz Düzenlemeli Müdahale Paketinin Öğrenme Güçlüğü Olan Öğrencinin Yazma Becerilerine Etkisi. Adıyaman Üniversitesi Eğitim Bilimleri Dergisi, Cilt: 16 Sayı: 1, 471–501. https://doi.org/10.17984/adyuebd.1890376

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