Effect of Finger Line Tracing on Primary School Students' Reading Aloud Rate

Ozgur Babayıgıt

Makale detayları

Effect of Finger Line Tracing on Primary School Students' Reading Aloud Rate

Yazarlar:

Ozgur Babayıgıt

Yayıncı:

Anadolu University

Ana Başlıklar:

Studies on Education

Dergi:

Anadolu University Journal of Education Faculty Vol.7 Issue 3, pp.532-547

Belge Tipi:

Makale

Yayın Tarihi:

7/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001296496

pISSN:

2602-2249

Anahtar kelimeler:

Özet:

 The aim of the study is to examine the effect of finger line tracking on reading speed of primary school students while reading aloud. Quantitative screening model is used in the research. The universe of this study consists of primary school students studying in Boğazlıyan district of Yozgat province. The sample of the study consists of 367 primary school students from a public school in Boğazlıyan district center of Yozgat province and a public school in Yamaçlı town of Boğazlıyan district in Yozgat province. As a data collection tool, the text titled Sky Adventure from the primary school second grade Turkish workbook was used. The data were obtained by noting the number of words and letters read by students at each grade level in one minute. At the same time, the students following the line with his finger or not following the line with his finger was observed and recorded. As a result, it is seen that the students who follow the lines with their eyes while reading aloud read 74.32 words in one minute. It is understood that the students who follow the lines with their fingers while reading aloud read 60.12 words in a minute. The fact that primary school students follow lines with their fingers while reading aloud slows down the reading speed by 19. As a result of the t-test for independent groups, it is understood that the number of words per minute read by primary school students who follow lines with their eyes while reading aloud and the number of words read per minute by primary school students who follow lines with their fingers while reading aloud, t3663.52, p 0.05. The number of words read in a minute by primary school students who follow lines with their eyes while reading aloud shows a positive significant difference from the number of words read in one minute by primary school students who follow lines with their fingers while reading aloud. In this case, it is possible to say that following the lines with the fingers in primary school students causes a negative significant decrease in the reading speed of the students. As a result of the research, it is recommended not to have primary school students follow the lines with the fingers, since following the line with the finger reduces the speed of reading aloud.

 The aim of the study is to examine the effect of finger line tracking on reading speed of primary school students while reading aloud. Quantitative screening model is used in the research. The universe of this study consists of primary school students studying in Boğazlıyan district of Yozgat province. The sample of the study consists of 367 primary school students from a public school in Boğazlıyan district center of Yozgat province and a public school in Yamaçlı town of Boğazlıyan district in Yozgat province. As a data collection tool, the text titled Sky Adventure from the primary school second grade Turkish workbook was used. The data were obtained by noting the number of words and letters read by students at each grade level in one minute. At the same time, the students following the line with his finger or not following the line with his finger was observed and recorded. As a result, it is seen that the students who follow the lines with their eyes while reading aloud read 74.32 words in one minute. It is understood that the students who follow the lines with their fingers while reading aloud read 60.12 words in a minute. The fact that primary school students follow lines with their fingers while reading aloud slows down the reading speed by 19. As a result of the t-test for independent groups, it is understood that the number of words per minute read by primary school students who follow lines with their eyes while reading aloud and the number of words read per minute by primary school students who follow lines with their fingers while reading aloud, t3663.52, p 0.05. The number of words read in a minute by primary school students who follow lines with their eyes while reading aloud shows a positive significant difference from the number of words read in one minute by primary school students who follow lines with their fingers while reading aloud. In this case, it is possible to say that following the lines with the fingers in primary school students causes a negative significant decrease in the reading speed of the students. As a result of the research, it is recommended not to have primary school students follow the lines with the fingers, since following the line with the finger reduces the speed of reading aloud.

 The aim of the study is to examine the effect of finger line tracking on reading speed of primary school students while reading aloud. Quantitative screening model is used in the research. The universe of this study consists of primary school students studying in Boğazlıyan district of Yozgat province. The sample of the study consists of 367 primary school students from a public school in Boğazlıyan district center of Yozgat province and a public school in Yamaçlı town of Boğazlıyan district in Yozgat province. As a data collection tool, the text titled Sky Adventure from the primary school second grade Turkish workbook was used. The data were obtained by noting the number of words and letters read by students at each grade level in one minute. At the same time, the students following the line with his finger or not following the line with his finger was observed and recorded. As a result, it is seen that the students who follow the lines with their eyes while reading aloud read 74.32 words in one minute. It is understood that the students who follow the lines with their fingers while reading aloud read 60.12 words in a minute. The fact that primary school students follow lines with their fingers while reading aloud slows down the reading speed by 19. As a result of the t-test for independent groups, it is understood that the number of words per minute read by primary school students who follow lines with their eyes while reading aloud and the number of words read per minute by primary school students who follow lines with their fingers while reading aloud, t3663.52, p 0.05. The number of words read in a minute by primary school students who follow lines with their eyes while reading aloud shows a positive significant difference from the number of words read in one minute by primary school students who follow lines with their fingers while reading aloud. In this case, it is possible to say that following the lines with the fingers in primary school students causes a negative significant decrease in the reading speed of the students. As a result of the research, it is recommended not to have primary school students follow the lines with the fingers, since following the line with the finger reduces the speed of reading aloud.

 Araştırmanın amacı, sesli okuma yaparken parmakla satır takibinin ilkokul öğrencilerinin okuma hızına etkisini incelemektedir. Araştırmada niceliksel tarama modeli kullanılmaktadır. Bu çalışmanın evrenini Yozgat ili Boğazlıyan ilçesinde öğrenim gören ilkokul öğrencileri oluşturmaktadır. Çalışmanın örneklemini Yozgat ili Boğazlıyan ilçe merkezinde bir devlet okulu ve Yozgat ili Boğazlıyan ilçesi Yamaçlı kasabasında bulunan bir devlet okulunun 367 ilkokul öğrencisi oluşturmaktadır. Veri toplama aracı olarak, ilkokul ikinci sınıf Türkçe çalışma kitabından Gökyüzü Macerası başlıklı metin kullanılmıştır. Veriler, her sınıf seviyesindeki öğrencilerden bir dakikada okudukları kelime ve harf sayıları not edilerek elde edilmiştir. Aynı zamanda öğrencinin satırı parmakla takip etme veya satırı parmağıyla takip etmeme durumu gözlenerek kaydedilmiştir. Araştırma sonucunda, sesli okuma yaparken gözle satır takibi yapan ilkokul öğrencilerinin bir dakikada 74,32 kelime okuduğu tespit edilmiştir. Sesli okuma yaparken parmakla satır takibi yapan ilkokul öğrencilerinin bir dakikada 60,12 kelime okuduğu anlaşılmaktadır. İlkokul öğrencilerinin sesli okuma yaparken parmakla satır takibi yapması, sesli okuma hızını 19 oranında yavaşlatmaktadır. Bağımsız gruplar için t testi sonucunda, sesli okuma yaparken gözle satır takibi yapan ilkokul öğrencilerinin bir dakikada okuduğu kelime sayısı ile sesli okuma yaparken parmakla satır takibi yapan ilkokul öğrencilerinin bir dakikada okuduğu kelime sayısının birbirinden anlamlı olarak farklılık gösterdiği anlaşılmaktadır, t3663,52, p0,05. Sesli okuma yaparken gözle satır takibi yapan ilkokul öğrencilerinin bir dakikada okuduğu kelime sayısı, sesli okuma yaparken parmakla satır takibi yapan ilkokul öğrencilerinin bir dakikada okuduğu kelime sayısından pozitif yönde anlamlı farklılık göstermektedir. Bu durumda, ilkokul öğrencilerinde parmakla satır takibi yapmanın öğrencilerin sesli okuma hızında negatif yönde anlamlı bir azalışa neden olduğunu söylemek mümkündür. Araştırma sonucu kapsamında, sesli okumada parmakla satır takibi sesli okuma hızını azalttığından parmakla satır takibinin ilkokul öğrencilerine yaptırılmaması önerilmektedir.

Makale detayları

Effect of Finger Line Tracing on Primary School Students' Reading Aloud Rate

Yazarlar:

Ozgur Babayıgıt

Yayıncı:

Anadolu University

Ana Başlıklar:

Studies on Education

Dergi:

Anadolu University Journal of Education Faculty Vol.7 Issue 3, pp.532-547

Belge Tipi:

Makale

Yayın Tarihi:

7/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001296496

pISSN:

2602-2249

Primary school

student

vocabulary

reading speed

line followingİlkokul

öğrenci

kelime

okuma hızı

satır takibi

Sayı

Makale detayları

Yazarlar: Ozgur Babayıgıt

Yayıncı: Anadolu University

Ana Başlıklar: Studies on Education

Dergi: Anadolu University Journal of Education Faculty Vol.7 Issue 3, pp.532-547

Belge Tipi: Makale

Yayın Tarihi: 7/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001296496

pISSN: 2602-2249

Sayı

Yazarlar:

Ozgur Babayıgıt

Yayıncı:

Anadolu University

Ana Başlıklar:

Studies on Education

Dergi:

Anadolu University Journal of Education Faculty Vol.7 Issue 3, pp.532-547

Belge Tipi:

Makale

Yayın Tarihi:

7/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001296496

pISSN:

2602-2249