İLKOKUL BİRİNCİ SINIF ÖĞRENCİLERİNİN OKUMA, YAZMA VE OKUDUĞUNU ANLAMA DÜZEYLERİNİN FARKLI DEĞİŞKENLER AÇISINDAN İNCELENMESİ
INVESTIGATION OF READING, WRITING AND READING COMPREHENSION LEVELS OF FIRST GRADE PRIMARY STUDENTS ACCORDING TO DIFFERENT VARIABLES
Yazar: Kuyumcu Vardar, Aslıhan; Sarıoğlu, Selma
Dergi: Anadolu Eğitim Liderliği ve Öğretim Dergisi, Vol. 5 No. 1, 2017
Anahtar kelimeler: Library and Information Studies ; Kütüphane ve Bilgi Çalışmaları ; Reading,writing,reading comprehension,different variables ; Okuma,yazma,okuduğunu anlama,farklı değişkenler

Bu araştırmada ilkokul birinci sınıf öğrencilerin okuma, yazma, okuduğunu anlama düzeylerinin ebeveyn eğitimi, gelir durumu, öğrencinin cinsiyeti, öğretmen değişkeni açısından incelenmesi amaçlanmıştır. Bu araştırma nicel yönteme dayalı olup evreni Düzce ili Akçakoca ilçesinde merkez okullarda 2014–2015 öğretim yılında öğrenim gören toplam 347 birinci sınıf öğrencisi oluşturmuştur. Betimsel nitelikteki bu araştırma tarama modeli kullanılmış olup, veriler Öğrenci Tanıma Formu, Okuma Düzeyi Ölçeği, Dikte Düzeyi Ölçeği, Okuduğunu Anlama Ölçeği İle toplanmıştır. Ayrıca her sınıfın sınıf öğretmenlerine ait bilgilere Öğretmen Bilgi Formu ile ulaşılmıştır. Verilerin analizinde; İstatistik Paket programından yararlanılmıştır. Kruskall Wallis, Mann- Whitney U testi uygulanmıştır. Öğrencilerin okuma, yazma ve okuduğunu anlama düzeylerinden aldıkları puanların ebeveyn eğitimi ve ailenin gelir durumuna göre incelenmesinde elde edilen sonuçlara göre ebeveyn eğitimleri ve aile durumları yükseldikçe çocukların okuma, yazma, okuduğunu anlama düzeylerinden aldıkları puanlar artmıştır. Ailenin gelir düzeyi ile yazma düzeyleri arasında anlamlı bir fark bulunamamıştır. Öğrencilerin okuma, yazma, okuduğunu anlama düzeylerinin öğretmenlerin kıdemlerine göre değerlendirilmesinde; 11–15 yıl kıdeme sahip öğretmenlerin öğrencilerinin okuduğunu anlama düzeylerinin daha yüksek olduğu görülmüştür. Kıdem ile okuma ve yazma arasında anlamlı bir fark bulunamamıştır. Öğrencilerin okuma, yazma, okuduğunu anlama düzeylerinin cinsiyete göre değerlendirilmesinde kız öğrencilerin yazma ve okuduğunu anlama düzeylerinin yüksek olduğu görülmüştür.

People are always curious about events during their lifetime. In order to satisfy the curiosity of man, reading is a more important necessity than writing. By being literate, a person shapes his or her life. The main aims of first reading and writing instruction is to gain basic language skills such as listening, speaking, monitoring and comprehension by using appropriate methods (Cemaloğlu ve Yıldırım, 2008; Kavcar, 1995; Şahin, 2005; Üredi, 2008). One of the factors affecting reading and writing is socioeconomic level of learners. Children who have disadvantegeous conditions regarding to their socioeconomical levels generally are under average in academical achievement. The main reason for this inefficacy is the lack of previous knowledge. Parents’ educational and cultural background is also another significant factor in success. Educated parents support their children, in their school lives whereas parents who are not adequately educated experience problems in helping their children as it should be (Kıncal, 1993). Starting primary school is an important milestone in a child’s life since he or she first encounters activities required for programmed instruction. He or she has to cary out instructions in line with a certain plan during learning and teaching process. Therefore first grade (K1) is an important step to direct attitudes toward reading (Oktay ve Unutkan, 2005). That’s why the present study aims to determine the effecet of parents education status, the level of income, gender and teacher variable which are considered important on first grade students’ reading, writing and reading comprehension levels. The problems students encounter when they start primary school, different variables which have direct or indirect effects on their acamedic achievement are investigated. Today in modern society, the importance of being literate has increased and the literacy ratio is considered as a measure for contemporary improvement. To be a functional member of a society, create a free and participant personality and gain a contemporary view are possible withing being literate (Çelenk, 2005).  Method This study is descriptive and conducted in survey model. The study was conducted in 2014-2015 academic years in Düzce, Akçakoca with 347 first grade students. Data was collected through student information form, reading, dictation, reading comprehension scales and teacher information forms. The data was analysed with statistical package program and by Kruskal Wallis, Mann-Whitney U tests. Findings and Discusion When the findings about the effects of parents’ educational status are taken into consideration in first reading and writing instruction it can be seen that the students whose parents are graduates of tertiary education scored higher in tests about reading, writing and reading comprehension. The parents of the students who had the lowest scores were just literate. Reading and reading comprehension tests scores again were analysed according to parents’ income and it is concluded that the students whose income level were above 2001 TL had the highest, and students whose income level were between 501-1000 TL had the lowest scores. No significant difference was observed between income level and writing scores. When the relation between professional seniority of teachers and reading and writing test scores were examined, no statistical significance occurred. However, in reading comprehension test the students whose teachers have 11-15 years of experience had the highest results. Students whose teachers have 6 – 10 years of teaching experience had the lowest scores. When the gender variable was investigated, there is no significant difference in reading scores but writing and reading comprehension test scores showed a significance difference in favour of female students.