Effects of Story Map Method on Listening and Reading Comprehension of 1st Grade Elementary School Students

Fatma Beyhatın, Olcay Özdemir

Abstract


The purpose of this study is to examine the effect of the story map on elementary school first-grade students’ listening and reading comprehension levels and their attitudes towards reading in literacy teaching process. It was conducted on 69 students studying in the first-grade in an elementary school in the Western Black Sea region and assigned by matching. In the research, “Quasi-experimental Design”, one of the quantitative research methods, was used. During the data collection process, the Reading Attitude Scale with “Garfield Picture” for 1-6th-Grade Students to Turkish was implemented in the experimental and control groups as a pretest and post-test. While the story map was implemented in the lessons in the experimental group, the implementation process was completed by teaching the lesson without any implementation in the control group. The texts in which listening and reading comprehension questions were implemented included 26 narrative texts in the elementary school 1st-grade Turkish book. The data collected with the “Listening and Reading Comprehension Achievement Test” and Reading Attitude Scale with “Garfield “Picture for 1-6th-Grade Students to Turkish implemented after the experimental procedure were evaluated with the SPSS 20 statistical software. At the end of the study, it was concluded that the experimental group, in which the story map was implemented before the listening and reading comprehension questions, was more successful in comprehension than the control group. When the effects of the story map on the attitude towards listening and reading comprehension were examined, a positive improvement was found in listening and reading comprehension in the experimental group.

Keywords


Listening Comprehension, Reading Comprehension, Story Map

Full Text:

PDF

References


Akça, G. (2002). Hikâye Haritası Yönteminin, İlköğretim 4. Sınıf Öğrencilerinin Okuduğunu Anlama Beceri Düzeyleri Üzerine Etkisi (Publication No. 113229) [Unpublished Master Thesis]. Gazi University. Databases of National Thesis Center of the Council of Higher Education, Turkey.

Akyol, H. (1999). Hikâye Haritası Yöntemiyle Metin Öğretimi. Çağdaş Eğitim, 53, 7-14.

Akyol, H. (2014). Programa Uygun Türkçe Öğretim Yöntemleri. Pegem A Yayıncılık.

Altun, D. & Kuruyer, H., G. (2009). İkili Kodlama Kuramının Hikâye Haritası Yöntemiyle İlişkisi ve Örnek Bir Uygulama, 8. Ulusal Sınıf Öğretmenliği Eğitimi Sempozyumu, Ankara, 21-23 Mayıs (2009).

Amlund, J., T., Gaffney J. & Kulhavy, R., W. (1985). Map Feature Content ve Text Recall of Good ve Poor Readers. Journal of Reading Behavior, 17(4), 317-330.

Anderson, R., Hiebert, E., Scott, J. & Wilkinson, I. (1985). Becoming a Nation of Readers: The Report of the Commission on Reading, The National Academy of Education, Erişim Adresi: https://files.eric.ed.gov/fulltext/ED253865.pdf

Ateşman, E. (1997). Türkçede Okunabilirliğin Ölçülmesi. A. Ü. Tömer Dil Dergisi, 58, 71-74.

Bamberger, R. (1990). Okuma Alışkanlığını Geliştirme (Çev.: B. Çapar), Kültür Bakanlığı Yayınları.

Block, E. (1986). The Comprehension Strategies of Second Language Readers. Tesol Quarterly, 20 (3), 463-494. https://doi.org/10.2307/3586295.

Büyüköztürk, Ş., Çakmak, E., K., Akgün, E., Karadeniz, Ş. & Demirel, F. (2015). Bilimsel Araştırma Yöntemleri. Pegem Akademi Yayıncılık.

Doğan, Y. (2007). İlköğretim İkinci Kademede Dil Becerisi Olarak Dinlemeyi Geliştirme Çalışmaları (Publication No. 205400) [Doctoral Dissertation]. Gazi University. Databases of National Thesis Center of the Council of Higher Education, Turkey.

Doğan, Y. (2013). Dinleme Eğitimi: Kuram, Uygulama, Ölçme ve Değerlendirme. Pegem Akademi Yayıncılık.

Ekiz, D. (2009). Bilimsel Araştırma Yöntemleri. Anı Yayıncılık.

Ekwall, E., E. & Shanker, L., J. (1988). Diagnosis and Remedation of the Disabled Reader. Allyn ande Bacon Inc.

Epçaçan, C. (2009). Okuduğunu anlama stratejilerine genel bir bakış. Uluslararası Sosyal Araştırmalar Dergisi, 2(6), 207-223.

Franciscone, J. (2008). The Effectiveness of Using Story Mapping as a Supplemental tool to Improve Reading Comprehension [Unpublished Master Thesis]. Caldwell Collage.

Güneş, F. (2007). Türkçe Öğretimi ve Zihinsel Yapılandırma. Nobel Yayıncılık.

Güneş, F. (2014). Türkçe Öğretimi Yaklaşımlar ve Modeller. Pegem A Yayıncılık.

Harris, A. J., & Sipay, E. R. (1990). How to increase reading ability. Longman.

Hwang, L. L., & Park, H. S. (2004). The effect of story mapping strategy instruction on reading comprehension and listening comprehension of elementary students with reading disability, Communication Sciences & Disorders, 9(2), 156-170.

Idol, L. (1987). Group Story Mapping: A Comprehension Strategy for Both Skilled ve Unskilled Readers, Journal of Learning Disabilities, 20(4), 196-205. https://doi.org/10.1177/002221948702000401.

Işıkdoğan, N. (2009). Hikâye Haritası Tekniğinin Zihin Engelli Öğrencilerin Okuduğunu Anlama Becerilerini Kazanmalarındaki Etkililiği (Publication No. 324833) [Unpublished Master Thesis]. Ankara University. Databases of National Thesis Center of the Council of Higher Education, Turkey.

Jiang, X., & Grabe, W. (2007). Graphic organizers in reading instruction: Research Findings and Issues, Reading in a Foreign Language, 19(1), 34-35.

Kocaarslan, M. (2016). Garfield görselli 1-6. Sınıflar için okumaya yönelik tutum ölçeğinin Türkçe uyarlama çalışması, Elementary Education Online, 15(4), 1217-1233. https://doi.org/10.17051/io.2016.25140.

Lynch, T. (1996). Communication in the Language Classroom, TESL Canada Journal, 15(1), 80-89.

Mackay, I. (1997). Dinleme Becerisi, (Çev.: A. Bora & O. Cankoçak), İlkkaynak Kültür ve Sanat Ürünleri Ltd. Şti.

May, B., F. (1986). Reading as Communication: An Interactive Approach, Prentice Hall.

McKenna, M.C. & Kear, D.J. (1990). Measuring attitude toward reading: A new tool for teachers. The Reading Teacher, 43(8), 626-639.

Özmen, R., G. (2001). Okuma Becerisi. Nobel Yayıncılık.

Pressley, M. (2001). Comprehension Instruction Research-Based Best Practices, The Guilford Press.

Reutzel, D. R. (1985). Story Maps Improve Comprehension, Reading Teacher, 38(4), 400-404.

Robertson, A., K. (2004). Etkili Dinleme, (Çev.: E. S. Yarmalı), Hayat Yayınları.

Sever, S. (2004). Türkçe Öğretimi ve Tam Öğrenme. Anı Yayıncılık.

Smith, C. B. (1990). Story Map: Setting, Plot, Mood, Theme, The Reading Teacher, 44(2), 178.

Sorrell, A., L. (1990). Three Reading Comprehension Strategies: TELLS, story mapping and QARs, Akademic Therapy, 25(3), 359-368. https://doi.org/10.1177/105345129002500310.

Stenson, B. A. (2006). Programs and Methods to Improve Reading Comprehension Levels of Reading Resource Special Needs Students at Austin Road Middle School, International Journal of Special Education, 21(2), 37-46.

Tompkins, G. E. (2003). 50 Literacy Strategies: Step by Step. Allyn & Bacon.

William, G. & Stoller, F. (2002). Teaching and Researching Reading. Pearson Education.

Yeazell, M. I. (1981). What Happens to Teachers Who Teach Philosophy to Children?, Thinking: The Journal of Philosophy for Children, 2(3), 86-88. https://doi.org/10.5840/thinking19812326.

Yıldırım, K., Yıldız, M., Ateş, S., & Rasinski, T. (2010). İlköğretim Beşinci Sınıf Türk Öğrencilerinin Metin Türlerine Göre Okuduğunu ve Dinlediğini Anlama Düzeyleri, Kuram ve Uygulamada Eğitim Bilimleri, 10(3), 1855-1891.

Yıldız, N., & Kılınç, A. (2015). Dinleme Stratejileri Öğretiminin Beşinci Sınıf Öğrencilerinin Dinlediğini Anlama Becerilerine Etkisi, Erzincan Üniversitesi Sosyal Bilimler Enstitüsü Dergisi ÖS-II, 17-34.

Yılmaz, M. (2008). Türkçede Okuduğunu Anlama Becerilerini Geliştirme Yolları, Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 5(9), 131-139




DOI: https://doi.org/10.7575/aiac.ijels.v.11n.3p.136

Refbacks

  • There are currently no refbacks.


Bookmark and Share


License URL: https://creativecommons.org/licenses/by/4.0/

2013-2024 (CC-BY) Australian International Academic Centre PTY.LTD.

International Journal of Education and Literacy Studies  

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.