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Nörolojik Etki Yönteminin Öğrencilerin Akıcı Okuma ve Anlama Becerilerine Etkisi

The Effect of The Neurological Impress Method On Students’ Fluent Reading Skills And Success In Reading Comprehension

Journal Name:

  • Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi

Publication Year:

  • 2013

Key Words:

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
The current study aims to investigate the effect of the neurological impress method on students’ fluent reading skills and success in reading comprehension. One-group pretest-posttest design was applied in the study. The participants of the study were nine students with different reading levels (high, middle, and low) in the 4th grade class. Video recording sessions were conducted to collect data on fluent reading skills. The reading levels and the percentages of correct reading were calculated based on the number of the words spoken correctly and in percentage terms. "The scale of prosodic reading" was used to measure prosodic aspects of reading. Moreover, a comprehension test including open-ended questions about the reading passages was used to measure the scores of reading comprehension. In order to analyze the data, the Friedman and Nemenyi Tests were calculated as well as percentages of change. According to the findings, the Neurological Impress Method (NIM) contributed positively to the students’ fluent reading skills (rate, accuracy and prosody) and the success in reading comprehension. It was further observed that this method was effective not only for the students that had difficulty in reading but also for the students with middle and high levels of reading skills.
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Abstract (Original Language): 
Bu araştırma, nörolojik etki yönteminin öğrencilerin akıcı okuma becerileri ve okuduğunu anlama başarıları üzerindeki etkisini incelemek amacıyla yapılmıştır. Araştırma, Tek Grup Öntest-Sontest Modelde gerçekleştirilmiştir. Araştırmaya, dördüncü sınıfa devam eden farklı okuma düzeylerine (üst, orta ve düşük) sahip dokuz öğrenci katılmıştır. Akıcı okuma becerilerine ait verilerin toplanmasında video kayıt kullanılmıştır. Okuma hızları ve doğru okuma yüzdeleri, video üzerinde dakikada doğru okunan kelime sayısı ve yüzdesi alınarak hesaplanmıştır. Prozodik okumanın ölçülmesinde ise “Prozodik Okuma Ölçeği” kullanılmıştır. Okuduğunu anlama puanlarının ölçülmesinde ise okutulan metinle ilgili açık uçlu sorulardan oluşan anlama testi kullanılmıştır. Verilerin analiz edilmesinde, Friedman Testi, Nemenyi Testi ve değişim yüzdesi hesapları kullanılmıştır. Araştırmadan elde edilen sonuçlara göre, Nörolojik Etki Yöntemi (NEY) öğrencilerin akıcı okuma becerilerine (okuma hızı, doğru okuma ve prozodik okuma) ve okuduğunu anlama başarısına katkı sağlamıştır. Ayrıca bu yöntemin, sadece okuma güçlüğü çeken öğrenciler üzerinde değil aynı zamanda orta ve üst düzey okuma becerisine sahip öğrenciler üzerinde de etkili olduğu görülmüştür.
FULL TEXT (PDF): 
PDF icon arastrmx_91823_13_pp_291-309.pdf
  • 25
291-309
  • Turkish

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