دورية أكاديمية
Efficacy of Note-Taking Skills Instruction Supported by Self-Monitoring on the Reading Comprehension ; Kendini İzleme Öğretimi Destekli Not Alma Becerileri Öğretiminin Okuduğunu Anlamaya Etkisi
| العنوان: | Efficacy of Note-Taking Skills Instruction Supported by Self-Monitoring on the Reading Comprehension ; Kendini İzleme Öğretimi Destekli Not Alma Becerileri Öğretiminin Okuduğunu Anlamaya Etkisi |
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| المؤلفون: | İlter, İlhan |
| المصدر: | EDUCATION AND SCIENCE; Cilt 44, Sayı 198 (2019) ; EĞİTİM VE BİLİM; Cilt 44, Sayı 198 (2019) ; 1300-1337 |
| بيانات النشر: | Türk Eğitim Derneği (TED) |
| سنة النشر: | 2019 |
| المجموعة: | Eğitim ve Bilim / Education and Science (E-Journal) |
| مصطلحات موضوعية: | Reading comprehension, Note-taking, Note-taking skills instruction, Direct instruction, Self-monitoring skill, Okuduğunu anlama, Not alma, Not alma becerisi öğretimi, Doğrudan öğretim, Kendini izleme becerisi |
| الوصف: | Note-taking, considered to be a combination of cognitive abilities, requires more than just writing. This is because note-taking is a conscious process that initiates reader into the process of comprehending and writing and requires, the note-taker to encode, organize clearly, to synthesize and to recall of the information. The aim of this study was to investigate the effects of note-taking skills instructional intervention supported by self‐monitoring skill instruction on the reading comprehension of three primary school 4th grade students who read at frustration-level at their grade placement. The students' initial reading comprehension level was evaluated by the use the “Informal Analysis Inventory”. A multiple baseline across-participants-design was used in the study. Reading comprehension questions (both recall and deep understanding) pertaining to expository passages were used to evaluated the participants’ reading comprehension in all the probe sessions. Social validity data were collected from the participants on the instructional intervention. Results showed that the instructional intervention contributed to all the participants’ reading comprehension skills and note-taking performance. Each of the participant achieved at the instructional-level comprehension (Comprehension levels> 70%) after the self‐monitoring skills instruction. The social validity results confirmed that the students found that they had a better understanding of what they read taking more accurate and concise notes by paraphrasing the content instead of the use of verbatim copying. ; Bilişsel yeteneklerin bir bileşimi olarak tanımlanan not alma, sadece yazmaktan daha fazlasını gerektirir. Çünkü not alma okuyucuyu anlama ve yazma sürecine başlatan; bilgiyi kodlamayı, anlaşılır bir şekilde organize etmeyi, sentezlemeyi ve geri çağırmayı gerektiren bilinçli bir eylemdir. Bu çalışmanın amacı kendini izleme öğretimi destekli not alma becerilerine dayalı öğretim uygulamasının endişe düzeyinde okuyucular olduğu belirlenen üç ilkokul ... |
| نوع الوثيقة: | article in journal/newspaper |
| وصف الملف: | application/pdf |
| اللغة: | Turkish English |
| العلاقة: | http://egitimvebilim.ted.org.tr/index.php/EB/article/view/7862/2897Test; http://egitimvebilim.ted.org.tr/index.php/EB/article/view/7862/2898Test; http://egitimvebilim.ted.org.tr/index.php/EB/article/view/7862Test |
| DOI: | 10.15390/EB.2019.7862 |
| الإتاحة: | https://doi.org/10.15390/EB.2019.7862Test http://egitimvebilim.ted.org.tr/index.php/EB/article/view/7862Test |
| رقم الانضمام: | edsbas.3563C4D0 |
| قاعدة البيانات: | BASE |
| DOI: | 10.15390/EB.2019.7862 |
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