Öğrenme güçlüğü olan öğrencilerde strateji öğretimi yazılımının okuduğunu anlama becerilerinin geliştirilmesine etkisi

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Thesis Type: Doctorate

Institution Of The Thesis: Ankara University, Eğitim Bilimleri Enstitüsü, ÖZEL EĞİTİM ANABİLİM DALI, Turkey

Approval Date: 2019

Thesis Language: Turkish

Student: AHMET BİLAL ÖZBEK

Supervisor: CEVRİYE ERGÜL

Open Archive Collection: AVESIS Open Access Collection

Abstract:

The aim of this study is to investigate the effect of strategy teaching software to support the reading comprehension performance of students with learning disabilities. Four (3 boys, 1 girl) students with learning disabilities were enrolled in the study. The experimental process of the study was carried out according to the multiple baseline model of single-subject experimental designs. The data were collected in three stages; baseline, intervention and monitoring sessions. In intervention sessions students used strategy instruction software independently and software includes activating background knowledge, prediction, finding summary sentence of paragraph and self intruction comprehension strategies. Reading comprehension performances of students assessed with multiple choice tests and retells. Student's strategy usings are evaluated with on-task metacognitive interviews. After experimental process is done with all participants social validity interviews took place with students, families and teachers. Students' reading comprehension performances(test and retell points) and use of strategies shown with tables and graphs. Social validty interviews investigated with descriptive analys. Findings showed that strategy instruction software has positive impact on students' reading comprehension performances, participants' both test and retell scores increased in intervention sessions and they protect their gains in maintenance phase. It was determined that the students' motivation to use the strategy instruction software was high, the opinions of the families and teachers about the software were positive and they observed an increase in students reading skills. Students, parents, and teachers provided suggestions for creating new softwares. Findings are discussed in the light of the related literature.