YAZMA ÖĞRETİMİNİN İLKOKUL ÖĞRENCİLERİNİN OKUMA-ANLAMA BECERİLERİ ÜZERİNE ETKİLERİNİN İNCELENMESİ: DİLBİLİMSEL BİR YAKLAŞIM
Author :
Abstract
Bu çalışmanın konusu Türk çocuklarının anadillerinde yazılmış metinleri okuyup anlama becerisi açısından uluslararası PISA araştırmalarında yaşadıkları yetersizliktir. MEB’e göre sorunun en önemli kaynağı, okuma-yazma öğretiminin bir parçası olarak 2005 yılından beri kullanılan bitişik eğik el yazısı öğretimidir. Bu nedenle yazma öğretimi önümüzdeki yıldan itibaren dik düz yazıyla yapılacaktır. Araştırmanın temel amacı bu başarısızlığın kaynağının bitişik eğik el yazısı öğretimi olup olmadığını ortaya çıkarmaktır. Bu amaçla başlanan çalışmada nicel ve nitel araştırma yöntemleri birlikte kullanılmış, iki ek çalışma yardımıyla öğrencilerin yazı yazma becerileriyle okuma-anlama becerileri arasındaki ilişki incelenmiştir. Üçüncü bir ek çalışma olarak sormaca yoluyla öğrencilerin bitişik eğik el yazısı öğretimi konusundaki görüşleri alınmıştır. SPSS programı yoluyla elde edilen bulgular ile alan yazınındaki diğer bulgulara göre, öğrencilerin yazı yazma becerileri ile okuma-anlama becerileri arasında koşutluk olduğu, çocukların ve velilerin yazı yazmayı el yazısı ile öğretmenin gerekçesi konusunda bilgi eksikliği bulunduğu, öğretmenlerin ise bitişik eğik el yazısı öğretimi konusunda eğitim eksiği olduğu, bu nedenle Türk çocuklarının okuma-anlama sorunun önemli bir kaynağının bitişik el yazısı öğretiminin kendisi değil yanlış uygulanması olduğu sonucuna varılmıştır.
Keywords
Abstract
Topic of this research paper is deficiencies of reading comprehension skills of Turkish students in PISA researches. According to Ministry of Education, the most important part of the problem is handwriting teaching, which has been realized through cursive writing since 2005. Therefore, from next year on, it will be replaced by manuscript writing. This research was carried out to reveal whether reading comprehension deficiencies of Turkish students are resulted from cursive teaching. Quantitative and Qualitative research methods were used together, which is very common in social science researches. 2 experiments and a questionnaire were used to find out whether there is a relation between their cursive writing and reading comprehension skills. Data were processed through SPSS program. We concluded that there is a relation between students’ hand writing skills and their reading comprehension skills. The cursive writing program failed because both students and parents regard cursive unnecessary, and teachers have had no training for teaching cursive and students have to start primary school too early. Therefore, reading comprehension problem of Turkish students did not result from due to the cursive itself but the wrong way of its teaching.
Keywords
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