TÜRKÇE
ENGLISH
Information
| Code | TRKZ303 |
| Name | Reading Education |
| Semester | 5. Semester |
| Duration (T+A) | 3-0 (T-A) (17 Week) |
| ECTS | 4 ECTS |
| National Credit | 3 National Credit |
| Teaching Language | Türkçe |
| Level | Lisans Dersi |
| Type | Normal |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Doç. Dr. BAŞAK KARAKOÇ ÖZTÜRK |
Course Goal
Understanding qualities of reading skills, gaining awareness on problems of reading education, analyzing reading approaches, activities, methods-techniques, assessment and evaluation approaches in the context of Turkish curriculums, understanding the importance of metacognition and critical reading in reading education, recognizing reading dificulties, understanding about effective factors on gaining of reading habit.
Course Content
Qualities of reading skills, relationship of reading skill with other language skills, The problems of reading education, reading approaches, the history of reading education in the context of the 1981 Turkish curriculum and previous programs, the evaluation of Turkish course curriculums based on constructivist theory in terms of reading skills, the acquisitions, activities, methods-techniques and measurement evaluation elements in reading education, metacognition strategies in reading education. , critical reading, reading difficulties, the role of school, family and teacher in gaining reading habit..
Course Precondition
None
Resources
Aktaş, Ş. ve Gündüz, O. (2011). Uygulamalı okuma eğitimi. Ankara: Grafiker Yayıncılık. Çiftçi, M. (2006). Eleştirel okuma. Belleten, 55-80. Heilman, A., Blair, T. ve Rupley, W. (1986). Principles and Practices of Teaching Reading. (6. Baskı). USA: Charles E. Merrill Publishing. İşeri, K. (1998). Okuma ediniminin eğitimsel işlevi. Tömer Dil Dergisi, 70, 5-18. Göktürk, A. (1988). Okuma uğraşı. İstanbul: İnkılap Kitapevi. Kavcar, C., Oğuzkan, F. ve Sever, S. (1995). Türkçe Öğretimi. Ankara: Engin Yayınevi. MEB (2006). İlköğretim Türkçe Dersi (6,7,8. Sınıflar) Öğretim Programı. Ankara: MEB Yayınevi. MEB (2015). Türkçe Dersi (1-8. Sınıflar) Öğretim Programı. MEB (2017). İlkokul ve Ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. Sınıflar. MEB (2018). İlkokul ve Ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. Sınıflar. MEB (2019). İlkokul ve Ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. Sınıflar. Razon, N. (1982). Okuma güçlükleri. Eğitim ve Bilim, 39, 11-18.
Notes
Aktaş, Ş. ve Gündüz, O. (2011). Uygulamalı okuma eğitimi. Ankara: Grafiker Yayıncılık. Çiftçi, M. (2006). Eleştirel okuma. Belleten, 55-80. Heilman, A., Blair, T. ve Rupley, W. (1986). Principles and Practices of Teaching Reading. (6. Baskı). USA: Charles E. Merrill Publishing. İşeri, K. (1998). Okuma ediniminin eğitimsel işlevi. Tömer Dil Dergisi, 70, 5-18. Göktürk, A. (1988). Okuma uğraşı. İstanbul: İnkılap Kitapevi. Kavcar, C., Oğuzkan, F. ve Sever, S. (1995). Türkçe Öğretimi. Ankara: Engin Yayınevi. MEB (2006). İlköğretim Türkçe Dersi (6,7,8. Sınıflar) Öğretim Programı. Ankara: MEB Yayınevi. MEB (2015). Türkçe Dersi (1-8. Sınıflar) Öğretim Programı. MEB (2017). İlkokul ve Ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. Sınıflar. MEB (2018). İlkokul ve Ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. Sınıflar. MEB (2019). İlkokul ve Ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. Sınıflar. Razon, N. (1982). Okuma güçlükleri. Eğitim ve Bilim, 39, 11-18.
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Explains about the theoretical contents of reading skills. |
| LO02 | Disscusses about problems of reading skills. |
| LO03 | Comprehends the history of reading education in the context of 1981 Turkish curriculum and previous programs. |
| LO04 | Comprehends the basic skills, objectives and gains related to reading skills in the 2006 Turkish curriculum. |
| LO05 | Evaluates the learning-teaching process for reading skills in the 2006 Turkish curriculum. |
| LO06 | Evaluates the 2006 Turkish course curriculum in terms of measurement-evaluation understanding for reading skills. |
| LO07 | Evaluates the 2015Turkish curriculum in terms of reading skills. |
| LO08 | Evaluates the 2017 Turkish curriculum in terms of reading skills. |
| LO09 | Evaluates the 2019 Turkish curriculum in terms of reading skills. |
| LO10 | Uses metacognitive strategies in reading education. |
| LO11 | Explains the importance of critical reading in reading education. |
| LO12 | Explains reading difficulties and their causes. |
| LO13 | Discusses about effective roles on gaining of reading habit. |
| LO14 | Develops reading activities. |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | They can explain the concepts and principles of Turkish sound, shape, sentence, text information and historical and contemporary Turkish dialects. | 4 |
| PLO02 | Bilgi - Kuramsal, Olgusal | They can exlain the concepts and principles of basic language skills (reading, listening, speaking and writing) and grammar. | |
| PLO03 | Bilgi - Kuramsal, Olgusal | They can evaluate the periods of Turkish literature and the important people, events and the phenomena. | 5 |
| PLO04 | Bilgi - Kuramsal, Olgusal | They can evaluate the developmental stages and their roles in the learning processes of primary 5-8 grade students. | 3 |
| PLO05 | Bilgi - Kuramsal, Olgusal | They can use Turkish teaching program and the specific teaching strategies, methods and techniques to teach the program to Grades 5-8. | 4 |
| PLO06 | Yetkinlikler - Alana Özgü Yetkinlik | They can criticise and/or explain the characteristics of philosophical, literary and other works of art. | |
| PLO07 | Yetkinlikler - Alana Özgü Yetkinlik | They can use the appropriate methods and techniques to help the students improve their higher thinking skills such as critical thinking, creative thinking and problem solving. | |
| PLO08 | Beceriler - Bilişsel, Uygulamalı | They can use the appropriate techniques and methods to help the students improve their reading, listening, speaking, smooth and aesthetic writing skills. | 3 |
| PLO09 | Yetkinlikler - Alana Özgü Yetkinlik | They can develop appropriate learning materials and use the information and communication technologies in this process effectively. | 5 |
| PLO10 | Yetkinlikler - Alana Özgü Yetkinlik | They can monitor the students´ learning processes while using the traditional methods and techniques of measurement besides the alternative measurement and evaluation methods and techniques. | 4 |
| PLO11 | Yetkinlikler - Alana Özgü Yetkinlik | They can take individual and group responsibility to solve the problems encountered related to classroom management. | |
| PLO12 | Bilgi - Kuramsal, Olgusal | They can assess their performance objectively and make up for the deficiencies in accordance with the judgments made if they have any. | |
| PLO13 | Yetkinlikler - Alana Özgü Yetkinlik | They can acquire self-learning ability. | 4 |
| PLO14 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | They can communicate effectively with students, teachers, friends, school management and parents. | |
| PLO15 | Yetkinlikler - Alana Özgü Yetkinlik | They can improve themselves about the cultural and social aspects. | 3 |
| PLO16 | Yetkinlikler - Alana Özgü Yetkinlik | They have the knowledge and skills required by the field of study. | 3 |
| PLO17 | Yetkinlikler - Alana Özgü Yetkinlik | They can apply the basic principles and general objectives of education. | 3 |
| PLO18 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Empathy, active listening, the use of I language and conflict resolution skills, etc., which are the elements of effective communication. performs efficiently. | 3 |
| PLO19 | Beceriler - Bilişsel, Uygulamalı | Selects literary and instructive texts suitable for students' levels from Turkish and world literature products. | |
| PLO20 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Uses information and communication technologies effectively in Turkish and foreign languages. | |
| PLO21 | Beceriler - Bilişsel, Uygulamalı | Defines problems related to Turkish teaching, conceptualizes events and phenomena, examines them with scientific methods and techniques, interprets data and develops solutions based on research. | 3 |
| PLO22 | Beceriler - Bilişsel, Uygulamalı | Evaluates the language acquisitions of the students in a versatile way by using different methods. | 3 |
| PLO23 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | In practice, in individual and group work, he takes responsibility for solving complex problems and fulfills his task effectively. | 3 |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Qualifications of reading skills and explanation in the context of reader, author and text | Reading | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 2 | Problems in reading education | Musa Cifci, Book chapter on the problems of reading education | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Beyin Fırtınası |
| 3 | History of reading education in the context of the 1981 program and before | Cahit Kavcar, Ferhan Oğuzkan ve Sedat Sever, Turkish Teaching | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 4 | Basic skills, aims and gains intended for reading skills in 2006 Turkish Curriculum | Reading skills in 2006 Turkish curriculum | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Grup Çalışması |
| 5 | Activities, metods and tecniques, measurement-evaluation approachs for reading skills in 2006 Turkish Curriculum | Reading skills in 2006 Turkish curriculum | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Grup Çalışması |
| 6 | Reading skills in 2015 Turkish curriculum | Reading skills in 2015 Turkish curriculum | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Grup Çalışması |
| 7 | Reading skills in 2017 Turkish curriculum | Reading skills in 2019 Turkish curriculum | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Grup Çalışması |
| 8 | Mid-Term Exam | Mid-Term Exam | Ölçme Yöntemleri: Yazılı Sınav |
| 9 | Reading skills in 2019 Turkish curriculum | Reading skills in 2019 Turkish curriculum | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Grup Çalışması |
| 10 | The role of school, teacher and family in gaining reading habit | Investigation of the role of school, teacher and family in gaining reading habit | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Grup Çalışması |
| 11 | Metacognition strategies on reading education | Metacognition strategies on reading education | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 12 | Critical reading | Critical reading | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 13 | Reading difficulties in reading education | Reading difficulties in reading education | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Örnek Olay |
| 14 | Scanning articles on reading skills | Scanning articles on reading skills | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Grup Çalışması |
| 15 | Reading activities for developing reading skills | Reading activities for developing reading skills | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Alıştırma ve Uygulama |
| 16 | Term Exams | Exam | Ölçme Yöntemleri: Yazılı Sınav |
| 17 | Term Exams | Exam | Ölçme Yöntemleri: Yazılı Sınav |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 14 | 3 | 42 |
| Out of Class Study (Preliminary Work, Practice) | 14 | 3 | 42 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 0 | 0 | 0 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 7 | 7 |
| Final Exam | 1 | 18 | 18 |
| Total Workload (Hour) | 109 | ||
| Total Workload / 25 (h) | 4,36 | ||
| ECTS | 4 ECTS | ||