TÜRKÇE
ENGLISH
Information
| Code | TRKZ303 |
| Name | Reading Education |
| Term | 2024-2025 Academic Year |
| 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 Instructor |
Doç. Dr. BAŞAK KARAKOÇ ÖZTÜRK
(A Group)
(Ins. in Charge)
|
Course Goal / Objective
Explaining the qualities of reading skills, discussing the problems of reading education, comparing reading approaches and methods, evaluating reading skills in terms of achievements, content, activities, methods-techniques, measurement-evaluation approaches in the context of Turkish course curriculum, using metacognitive strategies in reading education, understanding the importance of critical reading and readership. Explaining its basic characteristics, discussing the causes of reading difficulties, discussing the roles that are effective in gaining the habit of reading.
Course Content
Qualifications of reading skill, its relationship with other language skills, problems and principles of reading education, reading approaches, history of reading education in the context of the 1981 Turkish program and previous programs, evaluation of Turkish course curriculum based on constructivist theory in terms of reading skill, achievements for reading skills in curriculum, content, learning-teaching process and measurement and evaluation elements, metacognitive strategies in reading education, critical reading, reading difficulties, the role of school, family and teacher in gaining reading habits.
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 | Explaining the qualities of reading skill in the context of reading, writing, and text. |
| LO02 | Disscussing about problems and principles of reading skills. |
| LO03 | Explaining reading approaches and methods. |
| LO04 | Summarizing the history of reading education in the context of the 1981 Turkish curriculum and previous curriculums. |
| LO05 | Evaluation of the elements of the 2006 Turkish course curriculum in terms of reading skills. |
| LO06 | Comparison of 2015, 2017and 2019 Turkish course curriculum in terms of reading skills. |
| LO07 | Using metacognitive strategies in reading education. |
| LO08 | Explaining the reasons for reading difficulties. |
| LO09 | Explaining the basic qualities of critical reading and the reader. |
| LO10 | Discussing the roles that are effective in gaining the habit of reading. |
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 | Metacognition strategies on reading education. | Researching the strategies used in reading education | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Grup Çalışması |
| 11 | Reading difficulties in reading education | Reading Norma Razon's article Reading Difficulties | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 12 | Critical reading and the qualities of the reader | Reading Musa Çifci's article titled Critical Reading | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 13 | 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 | ||