Analysis of Cohesion and Coherence of Written Products by Reading Performance and Developmental Levels

Mustafa Ceylan

Makale detayları

Analysis of Cohesion and Coherence of Written Products by Reading Performance and Developmental Levels

Yazarlar:

Mustafa Ceylan

Yayıncı:

Ankara University

Dergi:

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi Vol.24 Issue 3, pp.341-360

Belge Tipi:

Makale

Yayın Tarihi:

1/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001297963

pISSN:

1304-7639

Anahtar kelimeler:

Özet:

 Introduction: Reading and writing are academic skills that should be given importance to the acquisition and development of students from the first step of their education life. It is stated in the literature that reading and writing contain similar processes, cognitive skills and contexts, and therefore reading skills have a positive relationship with writing skills. In this study, the cohesion and coherence of students written products were examined depending on their reading performance and grade level. Method: The research was carried out with a comparative descriptive model, one of the quantitative research methods. In the study, the frequency of using cohesion items and the text coherence scores of 183 poor readers fourth grade 50, sixth grade 71 and eighth grade 62 and 192 good readers fourth grade 55, sixth grade 74 and eighth grade 63 in written products were examined by comparison. Informal Reading Inventory, a video prepared to remind the story structure and a silent movie were used to collect the data. In the analysis of the data, Mann Whitney U Tests were used for pairwise comparisons and Kruskal Wallis Tests were used for triple comparisons. Findings: Looking at the cohesion items, it is seen that poor readers in the fourth and eighth grades get lower scores than their peers who are good readers in reading skills. In addition, from the fourth to the eighth grade, it was observed that there was an improvement in the written products of the students with good reading skills in terms of cohesion items, while there was no significant improvement in the poor readers. Considering the coherence scores, it was seen that poor readers got lower scores than good readers at all grade levels, and students in both groups improved in terms of coherence scores in their written products from fourth to eighth grade. Discussion: It is seen that the problems of students with poor readers in using cohesion tools and their inability to create coherence texts may be due to the inadequacy of the students language skills, that the students prefer to use short sentences in their writing exercises, they do not need to connect sentences, and the level of use of cohesion tools increases with the progress of their grade levels. It can be said that it is a research that has findings consistent with the findings of the studies in the literature.

 Introduction: Reading and writing are academic skills that should be given importance to the acquisition and development of students from the first step of their education life. It is stated in the literature that reading and writing contain similar processes, cognitive skills and contexts, and therefore reading skills have a positive relationship with writing skills. In this study, the cohesion and coherence of students written products were examined depending on their reading performance and grade level. Method: The research was carried out with a comparative descriptive model, one of the quantitative research methods. In the study, the frequency of using cohesion items and the text coherence scores of 183 poor readers fourth grade 50, sixth grade 71 and eighth grade 62 and 192 good readers fourth grade 55, sixth grade 74 and eighth grade 63 in written products were examined by comparison. Informal Reading Inventory, a video prepared to remind the story structure and a silent movie were used to collect the data. In the analysis of the data, Mann Whitney U Tests were used for pairwise comparisons and Kruskal Wallis Tests were used for triple comparisons. Findings: Looking at the cohesion items, it is seen that poor readers in the fourth and eighth grades get lower scores than their peers who are good readers in reading skills. In addition, from the fourth to the eighth grade, it was observed that there was an improvement in the written products of the students with good reading skills in terms of cohesion items, while there was no significant improvement in the poor readers. Considering the coherence scores, it was seen that poor readers got lower scores than good readers at all grade levels, and students in both groups improved in terms of coherence scores in their written products from fourth to eighth grade. Discussion: It is seen that the problems of students with poor readers in using cohesion tools and their inability to create coherence texts may be due to the inadequacy of the students language skills, that the students prefer to use short sentences in their writing exercises, they do not need to connect sentences, and the level of use of cohesion tools increases with the progress of their grade levels. It can be said that it is a research that has findings consistent with the findings of the studies in the literature.

 Introduction: Reading and writing are academic skills that should be given importance to the acquisition and development of students from the first step of their education life. It is stated in the literature that reading and writing contain similar processes, cognitive skills and contexts, and therefore reading skills have a positive relationship with writing skills. In this study, the cohesion and coherence of students written products were examined depending on their reading performance and grade level. Method: The research was carried out with a comparative descriptive model, one of the quantitative research methods. In the study, the frequency of using cohesion items and the text coherence scores of 183 poor readers fourth grade 50, sixth grade 71 and eighth grade 62 and 192 good readers fourth grade 55, sixth grade 74 and eighth grade 63 in written products were examined by comparison. Informal Reading Inventory, a video prepared to remind the story structure and a silent movie were used to collect the data. In the analysis of the data, Mann Whitney U Tests were used for pairwise comparisons and Kruskal Wallis Tests were used for triple comparisons. Findings: Looking at the cohesion items, it is seen that poor readers in the fourth and eighth grades get lower scores than their peers who are good readers in reading skills. In addition, from the fourth to the eighth grade, it was observed that there was an improvement in the written products of the students with good reading skills in terms of cohesion items, while there was no significant improvement in the poor readers. Considering the coherence scores, it was seen that poor readers got lower scores than good readers at all grade levels, and students in both groups improved in terms of coherence scores in their written products from fourth to eighth grade. Discussion: It is seen that the problems of students with poor readers in using cohesion tools and their inability to create coherence texts may be due to the inadequacy of the students language skills, that the students prefer to use short sentences in their writing exercises, they do not need to connect sentences, and the level of use of cohesion tools increases with the progress of their grade levels. It can be said that it is a research that has findings consistent with the findings of the studies in the literature.

 Giriş: Okuma ve yazma öğrencilerin eğitim hayatlarının ilk basamağından itibaren kazandırılmasına ve gelişimine önem verilmesi gereken akademik becerilerdir. Okuma ve yazmanın benzer süreçleri, bilişsel becerileri ve bağlamları barındırdıkları ve bundan dolayı okuma becerilerinin yazma becerileri ile olumlu bir ilişkisi olduğu alanyazında belirtilmektedir. Bu araştırmada okumada sergiledikleri performansa ve sınıf düzeyine bağlı olarak öğrencilerin yazılı ürünlerindeki bağdaşıklık ve tutarlılıkları incelenmiştir. Yöntem: Araştırma nicel araştırma yöntemlerinden karşılaştırmalı betimsel model ile yürütülmüştür. Araştırmada okuma becerisinde düşük performans sergileyen 183 öğrencinin dördüncü sınıf 50, altıncı sınıf 71 ve sekizinci sınıf 62, okuma becerisinde yüksek performans sergileyen 192 öğrencinin dördüncü sınıf 55, altıncı sınıf 74 ve sekizinci sınıf 63 yazılı ürünlerinde bağdaşıklık öğelerini kullanma sıklıkları ve metin tutarlılığı puanları karşılaştırılmalı olarak incelenmiştir. Verilerin toplanmasında Formel Olmayan Okuma Envanteri, öykü yapısını hatırlatma amacıyla hazırlanan bir video ve sessiz olarak izlettirilen bir film kullanılmıştır. Verilerin analizinde ikili karşılaştırmalar için Mann Whitney U, üçlü karşılaştırmalar için Kruskal Wallis Testleri kullanılmıştır. Bulgular: Bağdaşıklık öğelerine bakıldığında dördüncü ve sekizinci sınıflarda okuma becerisinde düşük performans sergileyen öğrencilerin okuma becerisinde yüksek performans sergileyen akranlarından düşük puanlar aldıkları görülmektedir. Ayrıca dördüncü sınıftan sekizinci sınıfa kadar okuma becerisinde yüksek performans sergileyen öğrencilerin yazılı ürünlerinde bağdaşıklık öğeleri açısından ilerleme olduğu, okuma becerisinde düşük performans sergileyen öğrencilerde ise anlamlı bir ilerleme olmadığı görülmüştür. Tutarlılık puanlarına bakıldığında tüm sınıf düzeylerinde okuma becerisinde düşük performans sergileyen öğrencilerin yüksek performans sergileyen akranlarından düşük puanlar aldıkları ve her iki gruptaki öğrencilerin dördüncü sınıftan sekizinci sınıfa kadar yazılı ürünlerinde tutarlılık puanları açısından ilerleme olduğu görülmüştür. Tartışma: Okuma becerisinde düşük performans sergileyen öğrencilerin bağdaşıklık araçlarını kullanmadaki sorunlarının ve tutarlı metinler oluşturamamalarının öğrencilerin dil becerilerindeki yetersizlikten kaynaklı olabileceği, öğrencilerin yazma çalışmalarında kısa cümleler kurmayı tercih ettiklerini, cümleleri bağlamaya gereksinim duymadıkları ve sınıf düzeylerinin ilerlemesiyle bağdaşıklık araçlarının kullanılma düzeyinin arttığı görülmektedir. Alanyazında yer alan çalışmaların bulgularıyla tutarlı bulguları olan bir araştırma olduğu söylenebilir.

Makale detayları

Analysis of Cohesion and Coherence of Written Products by Reading Performance and Developmental Levels

Yazarlar:

Mustafa Ceylan

Yayıncı:

Ankara University

Dergi:

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi Vol.24 Issue 3, pp.341-360

Belge Tipi:

Makale

Yayın Tarihi:

1/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001297963

pISSN:

1304-7639

reading performance

story writing

written expression skills

cohesion

coherence

developmental levelOkuma performansı

öykü yazma

yazılı anlatım becerisi

bağdaşıklık

tutarlılık

gelişimsel düzey

Sayı

Makale detayları

Yazarlar: Mustafa Ceylan

Yayıncı: Ankara University

Dergi: Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi Vol.24 Issue 3, pp.341-360

Belge Tipi: Makale

Yayın Tarihi: 1/2023

Belge Dili: İngilizce

Document ID (Org No.): 2001297963

pISSN: 1304-7639

Sayı

Yazarlar:

Mustafa Ceylan

Yayıncı:

Ankara University

Dergi:

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi Vol.24 Issue 3, pp.341-360

Belge Tipi:

Makale

Yayın Tarihi:

1/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001297963

pISSN:

1304-7639