Effect Of Understand-Answer Strategy Instruction On Reading Comprehension Of Students With Learning Disabilities

Fatih Öztürk; Alpaslan Karabulut

Article Details

Effect Of Understand-Answer Strategy Instruction On Reading Comprehension Of Students With Learning Disabilities

Authors:

Fatih Öztürk | Alpaslan Karabulut

Publisher:

Necmettin Erbakan University

Main Topics:

Informal Öğrenme

Journal:

Ahmet Keleşoğlu Eğitim Fakültesi Dergisi Vol.6 Issue 1, pp.43-57

Document Type:

Article

Publication Date:

3/2024

Document Language:

English

Document ID (Org No.):

2001314442

pISSN:

2687-1750

Keywords:

Abstract:

 The purpose of this research is to determine the effect of the Understand-Answer Strategy on the reading comprehension skills of students with learning disabilities. The research was carried out on students with a diagnosis of learning disability studying in secondary schools in Pendik, Istanbul, affiliated with the Ministry of National Education. The selected students are between the ages of 12 and 13, with two girls and one boy. The research was carried out with a single-subject design, a  multiple baseline across subjects model. The research findings have shown that the Understand-Answer Strategy is effective in improving the reading comprehension skills of students with learning difficulties. Furthermore, students who learned this strategy were able to provide correct answers to reading comprehension questions 1, 3, and 5 weeks after the end of the application, and it was observed that students who learned the strategy with different participants generalized their reading comprehension performance. According to the social validity findings, students and their families expressed positive views about the Understand-Answer Strategy.

 The purpose of this research is to determine the effect of the Understand-Answer Strategy on the reading comprehension skills of students with learning disabilities. The research was carried out on students with a diagnosis of learning disability studying in secondary schools in Pendik, Istanbul, affiliated with the Ministry of National Education. The selected students are between the ages of 12 and 13, with two girls and one boy. The research was carried out with a single-subject design, a  multiple baseline across subjects model. The research findings have shown that the Understand-Answer Strategy is effective in improving the reading comprehension skills of students with learning difficulties. Furthermore, students who learned this strategy were able to provide correct answers to reading comprehension questions 1, 3, and 5 weeks after the end of the application, and it was observed that students who learned the strategy with different participants generalized their reading comprehension performance. According to the social validity findings, students and their families expressed positive views about the Understand-Answer Strategy.

 The purpose of this research is to determine the effect of the Understand-Answer Strategy on the reading comprehension skills of students with learning disabilities. The research was carried out on students with a diagnosis of learning disability studying in secondary schools in Pendik, Istanbul, affiliated with the Ministry of National Education. The selected students are between the ages of 12 and 13, with two girls and one boy. The research was carried out with a single-subject design, a  multiple baseline across subjects model. The research findings have shown that the Understand-Answer Strategy is effective in improving the reading comprehension skills of students with learning difficulties. Furthermore, students who learned this strategy were able to provide correct answers to reading comprehension questions 1, 3, and 5 weeks after the end of the application, and it was observed that students who learned the strategy with different participants generalized their reading comprehension performance. According to the social validity findings, students and their families expressed positive views about the Understand-Answer Strategy.

 Bu araştırmada Anla-Cevapla Stratejisinin öğrenme güçlüğü olan öğrencilerin okuduğunu anlamadaki etkisini belirlemek amaçlanmıştır. Araştırmanın katılımcıları ortaokula devam eden öğrenme güçlüğü tanısı almış 12-13 yaş aralığındaki öğrencilerdir. Araştırmada tek denekli desenlerden denekler arası çoklu yoklama deseni kullanılmıştır. Araştırma bulguları, Anla-Cevapla Stratejisinin öğrenme güçlüğü olan öğrencilerin okuduğunu anlama becerilerinde etkili olduğunu göstermiştir. Ayrıca bu stratejiyi öğrenen öğrencilerin, uygulama sona erdikten 1, 3 ve 5 hafta sonrasında okuduğunu anlama sorularına doğru cevap verdiklerini ve farklı katılımcılarla stratejiyi öğrenen öğrencilerin okuduğunu anlama performanslarını genellediği görülmüştür. Sosyal geçerlilik bulgularına göre öğrenciler ve aileleri Anla-Cevapla Stratejisine ilişkin olumlu görüş bildirmişlerdir.

Article Details

Effect Of Understand-Answer Strategy Instruction On Reading Comprehension Of Students With Learning Disabilities

Authors:

Fatih Öztürk | Alpaslan Karabulut

Publisher:

Necmettin Erbakan University

Main Topics:

Informal Öğrenme

Journal:

Ahmet Keleşoğlu Eğitim Fakültesi Dergisi Vol.6 Issue 1, pp.43-57

Document Type:

Article

Publication Date:

3/2024

Document Language:

English

Document ID (Org No.):

2001314442

pISSN:

2687-1750

Cognitive Strategy

Learning Disability

Reading ComprehensionBilişsel Strateji Öğretimi

Öğrenme Güçlüğü

Okuduğunu Anlama

Issues

Article Details

Effect Of Understand-Answer Strategy Instruction On Reading Comprehension Of Students With Learning Disabilities

Authors: Fatih Öztürk | Alpaslan Karabulut

Publisher: Necmettin Erbakan University

Main Topics: Informal Öğrenme

Journal: Ahmet Keleşoğlu Eğitim Fakültesi Dergisi Vol.6 Issue 1, pp.43-57

Document Type: Article

Publication Date: 3/2024

Document Language: English

Document ID (Org No.): 2001314442

pISSN: 2687-1750

Cognitive Strategy

Learning Disability

Reading ComprehensionBilişsel Strateji Öğretimi

Öğrenme Güçlüğü

Okuduğunu Anlama

Issues

Authors:

Fatih Öztürk | Alpaslan Karabulut

Publisher:

Necmettin Erbakan University

Main Topics:

Informal Öğrenme

Journal:

Ahmet Keleşoğlu Eğitim Fakültesi Dergisi Vol.6 Issue 1, pp.43-57

Document Type:

Article

Publication Date:

3/2024

Document Language:

English

Document ID (Org No.):

2001314442

pISSN:

2687-1750