Research Article
BibTex RIS Cite

Özgül Öğrenme Güçlüğü Olan ve Olmayan Öğrencilerin Morfolojik Farkındalık Becerilerinin Karşılaştırılması

Year 2021, Volume: 2 Issue: 2, 157 - 170, 22.09.2021

Halime Miray Sümer Dodur

Abstract

Özgül öğrenme güçlüğü olan öğrencilerin sınırlı okuma ve okuduğunu anlama becerilerine sahip oldukları bilinmektedir. Bu gruba ilişkin yapılan çalışmalara bakıldığında bu bireylerin okuma becerilerine etki eden dil becerilerinin ayrıntılı olarak ele alınması gerektiği düşünülmektedir. Araştırmalar dil becerilerinin içerisinde yer alan morfolojik farkındalığın okuryazarlık ile ilişkili olduğunu göstermektedir. Bu nedenle bu araştırma, özgül öğrenme güçlüğü olan ve olmayan öğrencilerin morfolojik farkındalık (yapım eki, çekim eki) performanslarının karşılaştırmalı olarak incelenmesini amaçlayan tarama modelinde betimsel bir çalışmadır. Öğrencilerin morfolojik farkındalık becerilerini değerlendirmek amacıyla sözcük türetme düzeyinde yapım eki ve çekim eki becerilerini değerlendirme aracı kullanılmıştır. Araştırmaya dördüncü (n=25) ve altıncı (n=25) sınıfa devam eden özgül öğrenme güçlüğü tanılı öğrenciler ve sınıf düzeyine göre eşleştirilmiş dördüncü (n=25) ve altıncı (n=25) sınıfa devam eden normal gelişim gösteren öğrenciler dahil edilmiştir. Yapılan değerlendirmelerden elde edilen veriler iki yönlü Manova kullanılarak analiz edilmiştir. Analizlerden elde edilen bulgulara genel olarak bakıldığında, her ne kadar özgül öğrenme güçlüğü olan öğrencilerin sözcük okuma becerileri açısından normal gelişim gösteren akranlarıyla benzer performans gösterseler de öğrencilerin morfolojik farkındalık performanslarının normal gelişim gösteren öğrencilere göre daha düşük olduğu görülmüştür. Dikkat çekici diğer bulgu ise gruplar arası ortaya çıkan performans farklarının öğrencilerin eğitim düzeyleri artsa bile belirgin bir şekilde süregelmesidir. Araştırmanın bulguları zengin morfolojiye sahip şeffaf bir dile ilişkin veri sağlayarak özgül öğrenme güçlüğü alanındaki araştırmaları genişletmektedir.

Keywords

Morfolojik Farkındalık Yapım Eki Çekim Eki Özgül Öğrenme Güçlüğü.

References

  • 1. Aksan, D. (2005). Türkçenin zenginlikleri incelikleri. Ankara: Bilgi Yayınevi.
  • 2. American Psychatric Association. (2013). Diagnostic and statistical manual of mental disorders fifth edition. Arlington, VA: American Psychatric Association
  • 3. Batur, Z., & Beyret, T. N. (2015). Correlation between secondary school students’ metalanguage awareness’ skills and writing skills. Turkish Studies-International Periodical for the Languages, Literature and History of Turkish or Turkic, 10(15), 873-892.
  • 4. Blomert, L., Mitterer, H., &Paffen, C. (2004). In search of the auditory, phonetic, and/or phonological problems in dyslexia: Context effects in speech perception. Journal of Speech, Language, and Hearing Research, 47, 1030–1047.
  • 5. Carlisle, J. F. (1995). Morphological awareness and early reading achievement. In L. B. Feldman (Ed.), (pp. 189-209) Morphological aspect of language process. Hillsade, NJ: Lawrance Erlbaum.
  • 6. Carlisle, J. F. (2003). Morphology matters in learning to read: a commentary. Reading Psychology, 24, 291–322.
  • 7. Casalis, S., & Luis-Alexandre, M. F. (2000). Morphological analysis, phonological analysis and learning to read French: A longitudinal study. Reading & Writing, 12, 303–335.
  • 8. Deacon, H. S., Parrila, R., & Kirby, J. R. (2008). A review of the evidence on morphological processing in dyslexics and poor readers: A strength or weakness? In F. Manis, A. Fawcett, G. Reid, & L. Siegel (Eds.), The sage handbook of dyslexia (pp. 212–237). London: Sage.
  • 9. Deacon, S. H. (2011). Sounds, letters and meanings: The independent influences of phonological, morphological and orthographical skills on early word reading accuracy. Journal of Research in Reading. Advance online publication. doi:10.1111/j.1467-9817.2011.01496.x
  • 10. Deacon, S. H., & Kirby, J. R. (2004). Morphological awareness: Just “more phonological”? The roles of morphological and phonological awareness in reading development. Applied Psycholinguistics, 25, 223–238. doi:10.1017/S0142716404001110
  • 11. Doğan, O., Erşan, E. E., & Doğan, S. (2009). İlköğretim öğrencilerinde olası öğrenme bozuklukları: Bir ön çalışma. Anadolu Psikiyatri Dergisi, 10, 62-70.
  • 12. Dominguez, A., De-Vega, M., Barber, H. 2004. Event-related brain potentials elicited by morphological, homographic, orthographic, and semantic priming. Journal of Cognitive Neuroscience, 16, 598–608.
  • 13. Duranovic, M., Tinjak, S., & Turbic-Hadzagic, A. (2014). Morphological knowledge in children with dyslexia. Journal of Psycholinguistic Research, 43, 699–713. https://doi.org/10.1007/s10936-013-9274-2.
  • 14. Erden, G., Kurdoğlu, F., & Aysev, A. (1999). Özgül öğrenme güçlüğü, anne baba el kitabı. Ankara: Novartis.
  • 15. Gough, P. B., & Tunmer,W. E. (1986).Decoding, reading, and reading disability. Remedial and Special Education, 7, 6–10.
  • 16. Güldenoğlu, B. (2016). The effects of syllable-awareness skills on the word-reading performances of students reading in a transparent orthography. International Electronic Journal of Elementary Education, 8(3), 425-442.
  • 17. Grammenou, A., & Miller, N. (2020). Morphological awareness of 11 year old Greek children with dyslexia: Investigation of an under-researched area. ARECLS, 17, 116-164.
  • 18. Jarmulowicz, L., Hay, S. E., Taran, V. L., & Ethington, C. A. (2008). Fitting derivational morphophonology into a developmental model of reading. Reading and Writing, 21, 275–297. doi:10.1007/s11145-007-9073-y
  • 19. Joanisse, M. F., Manis, F. R., Keating, P., & Seidenberg, M. S. (2000). Language deficits in dyslexic children: Speech perception, phonology and morphology. Journal of Experimental Child Psychology, 77, 30–60.
  • 20. Kirby, J. R., Deacon, H. S., Bowers, P. N., Izenberg, L., Wade-Woolley, L., & Parrila, R. (2012). Children’s morphological awareness and reading ability. Reading & Writing: An Interdisciplinary Journal, 25, 389–410.
  • 21. Kuo, L., & Anderson, R. C. (2006). Morphological awareness and learning to read: A cross-language perspective. Educational Psychologist, 41, 161–180.
  • 22. Kuzucu Örge, S. (2018). Differentiating Poor and Good Readers in Second Grade: Cognitive and Linguistic Variables (Doktora tezi). Boğaziçi Üniversitesi
  • 23. Lyon, R. G., Shaywitz, S. E., & Shaywitz, B. A. (2003). Defining dyslexia, comorbidity, teachers knowledge of language and reading. Annals of Dyslexia, 53, 1–14.
  • 24. Mash, E. J., & Wolfe, D. A. (2002). Abnormal child psychology (2nd Edition). Belmont, CA: Wadworth Publishing Co.
  • 25. Müller, K., & Brady, S. (2001). Correlates of early reading performance in a transparent orthography. Reading & Writing, 14, 757–799.
  • 26. Nagy, W. (2007). Metalinguistic awareness and the vocabulary-comprehension connection. In R. K.Wagner, A. Muse, & K. Tannenbaum (Eds.), Vocabulary development and its implication for reading comprehension (pp. 52–77). New York: Guilford Press.
  • 27. Onan, B. (2009). The cognitive backgrounds that agglutinating language structure from in turkish teaching. Mustafa Kemal University Journal of Social Sciences Institute., 6(11), 237-264.
  • 28. Özcan, H. (2013). Çocukta dil ve kavram gelişimi. S. Topbaş (Ed.), Biçimbirim ve sözdizimi gelişimi içinde (ss. 114-124). Eskişehir: Anadolu Üniversitesi.
  • 29. Pittas, E., &Nunes, T. (2014). The relation between morphological awareness and reading and spelling in Greek:Alongitudinal study. Reading and Writing, 27, 1507–1527. doi:10.1007/s11145-014-9503-6
  • 30. Proctor, C. P., Silverman, R. D., Harring, J. R.,&Montecillo, C. (2012). The role of vocabulary depth in predicting reading comprehension among English monolingual and Spanish–English bilingual children in elementary school. Reading and Writing, 25, 1635–1664. doi:10.1007/s11145-011-9336-5
  • 31. Ramus, R., Rosen, S., Dakin, S., Day, B., Castellote, J., White, S., et al. (2003). Theories of developmental dyslexia: Insights from a multiple case study of dyslexic adults. Brain, 126, 841–865.
  • 32. Rispens, J., McBride-Chang, C., & Reitsma, P. (2007). Morphological awareness and early and advanced word recognition and spelling in Dutch. Reading and Writing, 21, 587–607.
  • 33. Rothou, K. M., & Padeliadu, S. (2015). Inflectional morphological awareness and word reading and reading comprehension in Greek. Applied Psycholinguistics, 36(4), 1007–1027.
  • 34. Rothou, K. M., & Padeliadu, S. (2019). Morphological processing influences on dyslexia in Greek-speaking children. Annals of dyslexia, 69(3), 261-278.
  • 35. Rothou, K. M., & Padeliadu, S. (2011). Predictions of reading in Greek based on compound awareness, phonological awareness and vocabulary skills. Poster presented at the First Eldel International Conference on Reading, Spelling and Writing Development, Prague. Retrieved from http://www.eldel.eu/noneldelpublications
  • 36. Seymour, P., Aro, M., & Erskine, J. (2003). Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94, 143–174.
  • 37. Shimron, Y. (2006). Reading Hebrew: The language and the psychology of reading it. Mahwah, N.J: Lawrence Erlbaum.
  • 38. Taft, M., & Nguyen-Hoan, M. (2010). A sticky stick? The locus of morphological representation in the lexicon. Language and Cognitive Processes, 25, 277-296.
  • 39. TÜBİTAK-114K643. (2017). İşitme engelli ve işiten öğrencilerin, morfolojik farkındalık bilgi ve becerilerinin okuma performansları üzerindeki rolünün incelenmesi.
  • 40. Vender, M., Mantione, F., Savazzi, S., Delfitto, D., & Mlloni, C. (2017). Inflectional morphology and dyslexia: Italian children’s performance in a nonword pluralization task. Annals of Dyslexia, 67, 401–426. https://doi.org/10.1007/s11881-017-0152-8

A Comparison of the Morphological Awareness Skills of Students with and without Specific Learning Disabilities

Year 2021, Volume: 2 Issue: 2, 157 - 170, 22.09.2021

Halime Miray Sümer Dodur

Abstract

References

  • 1. Aksan, D. (2005). Türkçenin zenginlikleri incelikleri. Ankara: Bilgi Yayınevi.
  • 2. American Psychatric Association. (2013). Diagnostic and statistical manual of mental disorders fifth edition. Arlington, VA: American Psychatric Association
  • 3. Batur, Z., & Beyret, T. N. (2015). Correlation between secondary school students’ metalanguage awareness’ skills and writing skills. Turkish Studies-International Periodical for the Languages, Literature and History of Turkish or Turkic, 10(15), 873-892.
  • 4. Blomert, L., Mitterer, H., &Paffen, C. (2004). In search of the auditory, phonetic, and/or phonological problems in dyslexia: Context effects in speech perception. Journal of Speech, Language, and Hearing Research, 47, 1030–1047.
  • 5. Carlisle, J. F. (1995). Morphological awareness and early reading achievement. In L. B. Feldman (Ed.), (pp. 189-209) Morphological aspect of language process. Hillsade, NJ: Lawrance Erlbaum.
  • 6. Carlisle, J. F. (2003). Morphology matters in learning to read: a commentary. Reading Psychology, 24, 291–322.
  • 7. Casalis, S., & Luis-Alexandre, M. F. (2000). Morphological analysis, phonological analysis and learning to read French: A longitudinal study. Reading & Writing, 12, 303–335.
  • 8. Deacon, H. S., Parrila, R., & Kirby, J. R. (2008). A review of the evidence on morphological processing in dyslexics and poor readers: A strength or weakness? In F. Manis, A. Fawcett, G. Reid, & L. Siegel (Eds.), The sage handbook of dyslexia (pp. 212–237). London: Sage.
  • 9. Deacon, S. H. (2011). Sounds, letters and meanings: The independent influences of phonological, morphological and orthographical skills on early word reading accuracy. Journal of Research in Reading. Advance online publication. doi:10.1111/j.1467-9817.2011.01496.x
  • 10. Deacon, S. H., & Kirby, J. R. (2004). Morphological awareness: Just “more phonological”? The roles of morphological and phonological awareness in reading development. Applied Psycholinguistics, 25, 223–238. doi:10.1017/S0142716404001110
  • 11. Doğan, O., Erşan, E. E., & Doğan, S. (2009). İlköğretim öğrencilerinde olası öğrenme bozuklukları: Bir ön çalışma. Anadolu Psikiyatri Dergisi, 10, 62-70.
  • 12. Dominguez, A., De-Vega, M., Barber, H. 2004. Event-related brain potentials elicited by morphological, homographic, orthographic, and semantic priming. Journal of Cognitive Neuroscience, 16, 598–608.
  • 13. Duranovic, M., Tinjak, S., & Turbic-Hadzagic, A. (2014). Morphological knowledge in children with dyslexia. Journal of Psycholinguistic Research, 43, 699–713. https://doi.org/10.1007/s10936-013-9274-2.
  • 14. Erden, G., Kurdoğlu, F., & Aysev, A. (1999). Özgül öğrenme güçlüğü, anne baba el kitabı. Ankara: Novartis.
  • 15. Gough, P. B., & Tunmer,W. E. (1986).Decoding, reading, and reading disability. Remedial and Special Education, 7, 6–10.
  • 16. Güldenoğlu, B. (2016). The effects of syllable-awareness skills on the word-reading performances of students reading in a transparent orthography. International Electronic Journal of Elementary Education, 8(3), 425-442.
  • 17. Grammenou, A., & Miller, N. (2020). Morphological awareness of 11 year old Greek children with dyslexia: Investigation of an under-researched area. ARECLS, 17, 116-164.
  • 18. Jarmulowicz, L., Hay, S. E., Taran, V. L., & Ethington, C. A. (2008). Fitting derivational morphophonology into a developmental model of reading. Reading and Writing, 21, 275–297. doi:10.1007/s11145-007-9073-y
  • 19. Joanisse, M. F., Manis, F. R., Keating, P., & Seidenberg, M. S. (2000). Language deficits in dyslexic children: Speech perception, phonology and morphology. Journal of Experimental Child Psychology, 77, 30–60.
  • 20. Kirby, J. R., Deacon, H. S., Bowers, P. N., Izenberg, L., Wade-Woolley, L., & Parrila, R. (2012). Children’s morphological awareness and reading ability. Reading & Writing: An Interdisciplinary Journal, 25, 389–410.
  • 21. Kuo, L., & Anderson, R. C. (2006). Morphological awareness and learning to read: A cross-language perspective. Educational Psychologist, 41, 161–180.
  • 22. Kuzucu Örge, S. (2018). Differentiating Poor and Good Readers in Second Grade: Cognitive and Linguistic Variables (Doktora tezi). Boğaziçi Üniversitesi
  • 23. Lyon, R. G., Shaywitz, S. E., & Shaywitz, B. A. (2003). Defining dyslexia, comorbidity, teachers knowledge of language and reading. Annals of Dyslexia, 53, 1–14.
  • 24. Mash, E. J., & Wolfe, D. A. (2002). Abnormal child psychology (2nd Edition). Belmont, CA: Wadworth Publishing Co.
  • 25. Müller, K., & Brady, S. (2001). Correlates of early reading performance in a transparent orthography. Reading & Writing, 14, 757–799.
  • 26. Nagy, W. (2007). Metalinguistic awareness and the vocabulary-comprehension connection. In R. K.Wagner, A. Muse, & K. Tannenbaum (Eds.), Vocabulary development and its implication for reading comprehension (pp. 52–77). New York: Guilford Press.
  • 27. Onan, B. (2009). The cognitive backgrounds that agglutinating language structure from in turkish teaching. Mustafa Kemal University Journal of Social Sciences Institute., 6(11), 237-264.
  • 28. Özcan, H. (2013). Çocukta dil ve kavram gelişimi. S. Topbaş (Ed.), Biçimbirim ve sözdizimi gelişimi içinde (ss. 114-124). Eskişehir: Anadolu Üniversitesi.
  • 29. Pittas, E., &Nunes, T. (2014). The relation between morphological awareness and reading and spelling in Greek:Alongitudinal study. Reading and Writing, 27, 1507–1527. doi:10.1007/s11145-014-9503-6
  • 30. Proctor, C. P., Silverman, R. D., Harring, J. R.,&Montecillo, C. (2012). The role of vocabulary depth in predicting reading comprehension among English monolingual and Spanish–English bilingual children in elementary school. Reading and Writing, 25, 1635–1664. doi:10.1007/s11145-011-9336-5
  • 31. Ramus, R., Rosen, S., Dakin, S., Day, B., Castellote, J., White, S., et al. (2003). Theories of developmental dyslexia: Insights from a multiple case study of dyslexic adults. Brain, 126, 841–865.
  • 32. Rispens, J., McBride-Chang, C., & Reitsma, P. (2007). Morphological awareness and early and advanced word recognition and spelling in Dutch. Reading and Writing, 21, 587–607.
  • 33. Rothou, K. M., & Padeliadu, S. (2015). Inflectional morphological awareness and word reading and reading comprehension in Greek. Applied Psycholinguistics, 36(4), 1007–1027.
  • 34. Rothou, K. M., & Padeliadu, S. (2019). Morphological processing influences on dyslexia in Greek-speaking children. Annals of dyslexia, 69(3), 261-278.
  • 35. Rothou, K. M., & Padeliadu, S. (2011). Predictions of reading in Greek based on compound awareness, phonological awareness and vocabulary skills. Poster presented at the First Eldel International Conference on Reading, Spelling and Writing Development, Prague. Retrieved from http://www.eldel.eu/noneldelpublications
  • 36. Seymour, P., Aro, M., & Erskine, J. (2003). Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94, 143–174.
  • 37. Shimron, Y. (2006). Reading Hebrew: The language and the psychology of reading it. Mahwah, N.J: Lawrence Erlbaum.
  • 38. Taft, M., & Nguyen-Hoan, M. (2010). A sticky stick? The locus of morphological representation in the lexicon. Language and Cognitive Processes, 25, 277-296.
  • 39. TÜBİTAK-114K643. (2017). İşitme engelli ve işiten öğrencilerin, morfolojik farkındalık bilgi ve becerilerinin okuma performansları üzerindeki rolünün incelenmesi.
  • 40. Vender, M., Mantione, F., Savazzi, S., Delfitto, D., & Mlloni, C. (2017). Inflectional morphology and dyslexia: Italian children’s performance in a nonword pluralization task. Annals of Dyslexia, 67, 401–426. https://doi.org/10.1007/s11881-017-0152-8
There are 40 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Halime Miray Sümer Dodur 0000-0002-1470-8195

Publication Date September 22, 2021
Published in Issue Year 2021 Volume: 2 Issue: 2

Cite

APA Sümer Dodur, H. M. (2021). Özgül Öğrenme Güçlüğü Olan ve Olmayan Öğrencilerin Morfolojik Farkındalık Becerilerinin Karşılaştırılması. Eğitim Bilim Ve Araştırma Dergisi, 2(2), 157-170.
 Download Cover Image



         download   24218