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Uyarlanmış Bilişsel Strateji Öğretiminin Zihinsel Engelli Öğrencilerin Yazılı İfade Sürecinde Kullanılan Üstbilişsel Strateji

Yıl 2006, Cilt: 7 Sayı: 02, 49 - 69, 01.03.2006
https://doi.org/10.1501/Ozlegt_0000000101

Öz

Kaynakça

  • Cartwright, G. P. (1968). Written language abilities of educable mentally retarded and normal children. American Journal of Mental Deficiency, 72, 37-54.
  • Cooper, J.O., Heron, T. E., & Heward, W.L. (1987). Applied behavior analysis. Columbus: Merrill Publishing Company.
  • De La Paz, S. (1999). Self-regulated strategy instruction in regular education settings: Improving outcomes for students with and without learning disabilities. Learning Disabilities Research & Practice, 14 (2), 92-106.
  • De La Paz, S. (2001). Teaching writing to students with attention deficit disorders and specific language impairments. Journal of Educational Research, 95(1), 37-47.
  • De La Paz , S., & Graham, S. (1997). Strategy instruction in planning: Effects on the writing performance and behavior of students with learning difficulties. Exceptional Children, 63(2), 167-181.
  • Englert, C. S., & Mariage, T. V. (1991). Shared understandings: Structuring the writing experience through dialogue. Journal of Learning Disabilities, 24(6), 330-342.
  • Englert, C. S., & Mariage, T. (2003). The sociocultural model in special education interventions: Apprenticing students in higher-order thinking. In L. H. Swanson, K. Harris, & S. Graham (Eds.), Handbook of Learning Disabilities (450-467). New York: Guilford.
  • Englert, C.S., & Raphael, T. E. (1988). Constructing well-formed prose: Process, structure, and metacognitive knowledge. Exceptional Children, 54(6), 513-520.
  • Englert, C.S., Raphael, T.E., & Anderson, L.M. (1992). Socially mediated instruction: Improving students' knowledge and talk about writing. The Elementary School Journal, 92(4), 411- 449.
  • Englert, C. S., Raphael, T. E., Anderson, L. M., Anthony, H. M., & Stevens, D. D. (1991). Making strategies and self-talk visible: Writing instruction in regular and special Educational Research Journal, 28(2), 337-372.
  • Englert, C.S., Raphael, T.E., Anderson, L.M., Gregg, S.L., & Anthony, H.M. (1989). Exposition: Reading, writing, and the metacognitive of learning disabled students. Learning Disabilities Research, 5(1), 5-24.
  • Englert, C.S., Raphael, T.E., Fear, K.L., & Anderson, L.M. (1988). Students' metacognitive knowledge about how to write informational texts. Learning Disability Quarterly, 11, 18- 46.
  • Farley, J. W. (1986). An analysis of written dialogue of educable mentally retarded writers. Education and Training of the Mentally Retarded, 21, 181-191.
  • Flower, L., & Hayes, J.R. (1981). A cognitive process theory of writing. College Composition and Communication, 32, 365-387.
  • Graham, S. (1990). The role of production factors in learning disabled students’ compositions. Journal of Educational Psychology, 82(4), 781-791.
  • Graham, S., & Harris, K. R. (1989). A components analysis of cognitive strategy instruction: Effects on learning disabled students' composition and self- efficacy. Journal of 81(3), 353-361.
  • Graham, S., Harris, K.R., MacArthur, C.A., & Schwartz, S. (1991). Writing and writing instruction for students with learning disabilities: Review of a research program. Learning Disability Quarterly, 14, 89-114.
  • Graham, S., & MacArthur, C. (1988). Improving learning disabled students' skills at revising essays produced on a word processor: Self-instructional strategy training. Journal of Special Education, 22, 133- 152.
  • Graham, S., MacArthur, C., Schwartz, S., & Voth, T. (1992). Improving the compositions of students with learning disabilities using a strategy involving product and process goal setting. Exceptional Children, 58(4), 322-335.
  • Graham, S. Schwartz, S., & MacArthur, C. (1993). Knowledge of writing and the composing process, attitude toward writing and self-efficacy for students with and without learning disabilities. Journal of Learning Disabilities, 26(4), 237-249.
  • Hallenbeck, M. J. (1996). The cognitive strategy in writing: Welcome relief for adolescents with learning disabilities. Learning Disabilities Research & Practice, 11, 107-119.
  • Hallenbeck, M. J. (1997). From the inside out: Adolescents with learning disabilities think and talk about writing. Yayınlanmamış doktora tezi, Michigan State University, East Lansing.
  • Hallenbeck, M. J. (2002). Taking charge: Adolescents with learning disabilities assume responsibility for their own writing. Learning Disability Quarterly, 25, 227-246.
  • Harris, K. R., Graham, S., Mason, L. H., & Saddler, B. (2002). Developing self-regulated writers. Theory into Practice, 41, 110-116.
  • House, A. E., House, B.G., & Campbell, M.B. (1981). Measures of interobserver agreement: Calculation formula and distribution effect. Journal of Behavioral Assessment, 3, 37-57.
  • MacArthur, C., & Graham, S. (1987). Learning disabled students’ composing with three methods: Handwriting, dictation, and word processing. The Journal of Special Education, 21(3), 22-42.
  • MacArthur, C., Graham, S., & Schwartz, S. (1991). Knowledge of revision and revising behaviour among learning disabled students. Learning Disability Quarterly, 14, 61-74.
  • Myklebust, H. (1973). Development and disorders of written language. New York: Grune and Stratton.
  • Özmen- Güzel, R. (2006). The effectiveness of modified cognitive strategy instruction in writing on mildly mentally retarded Turkish students. Exceptional Children, 72(3), 281-297.
  • Paris, S. G., Lipson, M.Y.L., & Wixson, K.K. (1983). Becoming a strategic reader. Contemporary Educational Psychology, 8, 293-316.
  • Rousseau, M. K., Bottge, B. A., & Dy, E. B. (1993). Syntactic complexity in the writing of students with and without mental retardation. American Journal on Mental Retardation, 98(1), 113-120.
  • Scardamalia, M., & Bereiter, C. (1986). Written composition. In M.Wittrock (Ed.), Handbook Of Research On Teaching. (778-803). Newyork: Macmillan.
  • Sedlak, R. A., & Cartwright, G. P. (1972). Written language abilities of EMR and nonretarded children with the same mental ages. American Journal of Mental Deficiency, 77, 5-99.
  • Sexton, M., Harris, K. R., & Graham, S. (1998). Self- regulated strategy development and the writing process: Effects on essay writing and attributions. Exceptional Children, 64(3), 295-311.
  • Stoddard, B., & MacArthur, C. (1993). A peer editor strategy: Guiding learning disabled students in response and revision. Research in the Teaching of English, 27, 76-103.
  • Tekin, E., & Kırcaali-İftar, G. (2001). Özel eğitimde yanlışsız öğretim yöntemleri. Ankara: Nobel Yayınevi.
  • Thomas, C.C., Englert, C.S., & Gregg, S. (1987). An analysis of errors and strategies in the expository writing of learning disabled students. Remedial and Special Education, 8(1), 21-30.
  • Troia, G. A. Graham, S., & Harris, K. R. (1999). Teaching students with learning disabilities to mind-fully plan when writing. Exceptional Children, 65(2), 235-252.
  • Türnüklü, A. (2000). Eğitimbilim araştırmalarında etkin olarak kullanılabilecek nitel bir araştırma tekniği: Görüşme. Kuram ve Uygulamada Eğitim Yönetimi, 6(24), 543-559.
  • Vaughn, S., Gersten, R., & Chard, D. J. (2000). The underlying message in LD intervention research: Findings from research syntheses. Exceptional Children, 67(1), 99-114.
  • Wong, B. Y. L., Wong, R., & Blenkinsop, J. (1989). Cognitive and metacognitive aspects of learning- disabled adolescents' composing problems. Learning Disability Quarterly, 12, 300-322.
  • Yıldırım, A., & Şimşek, H. (2004). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.

Uyarlanmış Bilişsel Strateji Öğretiminin Zihinsel Engelli Öğrencilerin Yazılı İfade Sürecinde Kullanılan Üstbilişsel Strateji

Yıl 2006, Cilt: 7 Sayı: 02, 49 - 69, 01.03.2006
https://doi.org/10.1501/Ozlegt_0000000101

Öz

Bu araştırmanın amacı; yazmada bilişsel strateji öğretiminin (Cognitive Strategy Instruction in Writing), kendini düzenleme yaklaşımının (Self Regulated Strategy Development) öğretimsel özelliklerine göre araştırmacı tarafından uyarlanması ile geliştirilen “Uyarlanmış Bilişsel Strateji Öğretiminin”, hafif düzeyde zihinsel engelli öğrencilerin yazma sürecinde uygulanan stratejilerle ilgili işlemsel üstbilişsel bilgilerinde etkisini belirlemektir. Araştırmaya, özel eğitim sınıfına devam eden hafif düzeyde zihinsel engelli dört öğrenci katılmıştır. Araştırma nitel araştırma yöntemi ile yapılmıştır. Veri toplamak amacı ile öğretim öncesinde ve sonunda öğrencilerle üstbilişsel görüşme yapılmış ve öğrencilerin cevapları betimsel olarak analiz edilmiştir. Araştırma sonuçları öğrencilerin öğretim sonunda yazma süreci strateji bilgilerinde öğretim öncesine göre olumlu yönde değişme olduğunu göstermektedir. Çalışmada araştırma sonuçları tartışılmış, uygulama ve araştırma önerilerine yer verilmiştir

Kaynakça

  • Cartwright, G. P. (1968). Written language abilities of educable mentally retarded and normal children. American Journal of Mental Deficiency, 72, 37-54.
  • Cooper, J.O., Heron, T. E., & Heward, W.L. (1987). Applied behavior analysis. Columbus: Merrill Publishing Company.
  • De La Paz, S. (1999). Self-regulated strategy instruction in regular education settings: Improving outcomes for students with and without learning disabilities. Learning Disabilities Research & Practice, 14 (2), 92-106.
  • De La Paz, S. (2001). Teaching writing to students with attention deficit disorders and specific language impairments. Journal of Educational Research, 95(1), 37-47.
  • De La Paz , S., & Graham, S. (1997). Strategy instruction in planning: Effects on the writing performance and behavior of students with learning difficulties. Exceptional Children, 63(2), 167-181.
  • Englert, C. S., & Mariage, T. V. (1991). Shared understandings: Structuring the writing experience through dialogue. Journal of Learning Disabilities, 24(6), 330-342.
  • Englert, C. S., & Mariage, T. (2003). The sociocultural model in special education interventions: Apprenticing students in higher-order thinking. In L. H. Swanson, K. Harris, & S. Graham (Eds.), Handbook of Learning Disabilities (450-467). New York: Guilford.
  • Englert, C.S., & Raphael, T. E. (1988). Constructing well-formed prose: Process, structure, and metacognitive knowledge. Exceptional Children, 54(6), 513-520.
  • Englert, C.S., Raphael, T.E., & Anderson, L.M. (1992). Socially mediated instruction: Improving students' knowledge and talk about writing. The Elementary School Journal, 92(4), 411- 449.
  • Englert, C. S., Raphael, T. E., Anderson, L. M., Anthony, H. M., & Stevens, D. D. (1991). Making strategies and self-talk visible: Writing instruction in regular and special Educational Research Journal, 28(2), 337-372.
  • Englert, C.S., Raphael, T.E., Anderson, L.M., Gregg, S.L., & Anthony, H.M. (1989). Exposition: Reading, writing, and the metacognitive of learning disabled students. Learning Disabilities Research, 5(1), 5-24.
  • Englert, C.S., Raphael, T.E., Fear, K.L., & Anderson, L.M. (1988). Students' metacognitive knowledge about how to write informational texts. Learning Disability Quarterly, 11, 18- 46.
  • Farley, J. W. (1986). An analysis of written dialogue of educable mentally retarded writers. Education and Training of the Mentally Retarded, 21, 181-191.
  • Flower, L., & Hayes, J.R. (1981). A cognitive process theory of writing. College Composition and Communication, 32, 365-387.
  • Graham, S. (1990). The role of production factors in learning disabled students’ compositions. Journal of Educational Psychology, 82(4), 781-791.
  • Graham, S., & Harris, K. R. (1989). A components analysis of cognitive strategy instruction: Effects on learning disabled students' composition and self- efficacy. Journal of 81(3), 353-361.
  • Graham, S., Harris, K.R., MacArthur, C.A., & Schwartz, S. (1991). Writing and writing instruction for students with learning disabilities: Review of a research program. Learning Disability Quarterly, 14, 89-114.
  • Graham, S., & MacArthur, C. (1988). Improving learning disabled students' skills at revising essays produced on a word processor: Self-instructional strategy training. Journal of Special Education, 22, 133- 152.
  • Graham, S., MacArthur, C., Schwartz, S., & Voth, T. (1992). Improving the compositions of students with learning disabilities using a strategy involving product and process goal setting. Exceptional Children, 58(4), 322-335.
  • Graham, S. Schwartz, S., & MacArthur, C. (1993). Knowledge of writing and the composing process, attitude toward writing and self-efficacy for students with and without learning disabilities. Journal of Learning Disabilities, 26(4), 237-249.
  • Hallenbeck, M. J. (1996). The cognitive strategy in writing: Welcome relief for adolescents with learning disabilities. Learning Disabilities Research & Practice, 11, 107-119.
  • Hallenbeck, M. J. (1997). From the inside out: Adolescents with learning disabilities think and talk about writing. Yayınlanmamış doktora tezi, Michigan State University, East Lansing.
  • Hallenbeck, M. J. (2002). Taking charge: Adolescents with learning disabilities assume responsibility for their own writing. Learning Disability Quarterly, 25, 227-246.
  • Harris, K. R., Graham, S., Mason, L. H., & Saddler, B. (2002). Developing self-regulated writers. Theory into Practice, 41, 110-116.
  • House, A. E., House, B.G., & Campbell, M.B. (1981). Measures of interobserver agreement: Calculation formula and distribution effect. Journal of Behavioral Assessment, 3, 37-57.
  • MacArthur, C., & Graham, S. (1987). Learning disabled students’ composing with three methods: Handwriting, dictation, and word processing. The Journal of Special Education, 21(3), 22-42.
  • MacArthur, C., Graham, S., & Schwartz, S. (1991). Knowledge of revision and revising behaviour among learning disabled students. Learning Disability Quarterly, 14, 61-74.
  • Myklebust, H. (1973). Development and disorders of written language. New York: Grune and Stratton.
  • Özmen- Güzel, R. (2006). The effectiveness of modified cognitive strategy instruction in writing on mildly mentally retarded Turkish students. Exceptional Children, 72(3), 281-297.
  • Paris, S. G., Lipson, M.Y.L., & Wixson, K.K. (1983). Becoming a strategic reader. Contemporary Educational Psychology, 8, 293-316.
  • Rousseau, M. K., Bottge, B. A., & Dy, E. B. (1993). Syntactic complexity in the writing of students with and without mental retardation. American Journal on Mental Retardation, 98(1), 113-120.
  • Scardamalia, M., & Bereiter, C. (1986). Written composition. In M.Wittrock (Ed.), Handbook Of Research On Teaching. (778-803). Newyork: Macmillan.
  • Sedlak, R. A., & Cartwright, G. P. (1972). Written language abilities of EMR and nonretarded children with the same mental ages. American Journal of Mental Deficiency, 77, 5-99.
  • Sexton, M., Harris, K. R., & Graham, S. (1998). Self- regulated strategy development and the writing process: Effects on essay writing and attributions. Exceptional Children, 64(3), 295-311.
  • Stoddard, B., & MacArthur, C. (1993). A peer editor strategy: Guiding learning disabled students in response and revision. Research in the Teaching of English, 27, 76-103.
  • Tekin, E., & Kırcaali-İftar, G. (2001). Özel eğitimde yanlışsız öğretim yöntemleri. Ankara: Nobel Yayınevi.
  • Thomas, C.C., Englert, C.S., & Gregg, S. (1987). An analysis of errors and strategies in the expository writing of learning disabled students. Remedial and Special Education, 8(1), 21-30.
  • Troia, G. A. Graham, S., & Harris, K. R. (1999). Teaching students with learning disabilities to mind-fully plan when writing. Exceptional Children, 65(2), 235-252.
  • Türnüklü, A. (2000). Eğitimbilim araştırmalarında etkin olarak kullanılabilecek nitel bir araştırma tekniği: Görüşme. Kuram ve Uygulamada Eğitim Yönetimi, 6(24), 543-559.
  • Vaughn, S., Gersten, R., & Chard, D. J. (2000). The underlying message in LD intervention research: Findings from research syntheses. Exceptional Children, 67(1), 99-114.
  • Wong, B. Y. L., Wong, R., & Blenkinsop, J. (1989). Cognitive and metacognitive aspects of learning- disabled adolescents' composing problems. Learning Disability Quarterly, 12, 300-322.
  • Yıldırım, A., & Şimşek, H. (2004). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
Toplam 42 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Rüya Güzel Özmen Bu kişi benim

Yayımlanma Tarihi 1 Mart 2006
Yayımlandığı Sayı Yıl 2006 Cilt: 7 Sayı: 02

Kaynak Göster

APA Özmen, R. G. (2006). Uyarlanmış Bilişsel Strateji Öğretiminin Zihinsel Engelli Öğrencilerin Yazılı İfade Sürecinde Kullanılan Üstbilişsel Strateji. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 7(02), 49-69. https://doi.org/10.1501/Ozlegt_0000000101




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