Araştırma Makalesi
BibTex RIS Kaynak Göster

Yıl 2021, Cilt: 8 Sayı: 3, 242 - 253, 25.07.2021

Kürşat Öğülmüş

Öz

Kaynakça

  • Affleck, J., Q., Adams, S. M. A., & Lowenbraun, S. (1988). Integrated classroom versus resource model: Academic viability and effectiveness. Exceptional Children, 54(4), 339-348.
  • Akay, E., Uzuner, Y. & Girgin, Ü. (2014). Kaynaştırmadaki işitme engelli öğrencilerle gerçekleştirilen destek eğitim odası uygulamasındaki sorunlar ve çözüm gayretleri. Eğitimde Nitel Araştırmalar Dergisi, 2(2), 42-67. https://doi.org/10.14689/issn.2148-2624.1.3s3m
  • Al Shammari, S. R. (2018). The effectiveness of STOP and DARE in planning and drafting argumentative writing: A case of Saudi college level students. Arab World English Journal (AWEJ) Volume, 9. http://dx.doi.org/10.2139/ssrn.3151123
  • Almadani, F. (2013). The effect of pick organises write (pow)+ c-space strategy toward the ability in writing narrative text at the secondyear students of smpn 1 kampar kiri hilir kampar regency (Doctoral dissertation). Sultan Syarif Kasim II State Islamic University.
  • Al-Zoubi, S. M. & Rahman, M. S. (2012). The effect of resource room on ımproving reading and arithmetic skills for learners with learning disabilities. International Journal of Scientific Research in Education, 5(4), 269-277.
  • American Psychiatric Association [APA]. (2013). Diagnostic and Statistical manual of mental disorders (5th ed.). American Psychiatric Publishing.
  • Asmara, L. T. (2016). POW+C-SPACE (Pick idea, Organise, and write+characters, setting, purpose, action, Conclusion, emotions): A strategy to teach writing viewed from students’ creativity [Doctoral dissertation]. Universitas Sebelas Maret.
  • Ballard, K. D. & Glynn, T. (1975). Behavioral self‐management in story writing with elementary school children. Journal of Applied Behavior Analysis, 8(4), 387-398.
  • Batu, E. S. & Topsakal, M. (2003). Özel eğitim danışmanlığı süreci ve bir danışmanlık örneği. Özel Eğitim Dergisi, 4(1), 19-29.
  • Batu, E. S., Çolak, A. & Odluyurt, S. (2014). Özel gereksinimli çocukların kaynaştırılması. Vize Yayıncılık.
  • Budak, H. (2016). İlkokul dördüncü sınıf öğrencilerinin öz düzenleme, motivasyon, biliş üstü becerileri ve matematik dersi başarılarının belirlenmesi [Unpublished master thesis]. Çanakkale Onsekiz Mart University.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2018). Bilimsel araştırma yöntemleri. Pegem Akademi.
  • Çağlar, N. (2016). İlköğretim kurumlarındaki destek eğitim odası (DEO) uygulamasına ilişkin okul yöneticileri ve öğretmenlerin görüşlerinin incelenmesi [Unpublished master thesis]. Gazi University.
  • Chalk, J. C., Hagan-Burke, S. & Burke, M. D. (2005). The effects of self-regulated strategy development on the writing process for high school student with learning disabilities. Learning Disability Quarterly, 28, 75-87.
  • De La Paz, S., Owen, B., Harris, K. R., & Graham, S. (2000). Riding Elvis's motorcycle: Using self-regulated strategy development to PLAN and WRITE for a state writing exam. Learning Disabilities Research & Practice, 15(2), 101-109.
  • Delano, M. E. (2007). Use of Strategy instruction to improve the story writing skills of a student with Asperger syndrome. Focus on Autism and Other Developmental Disabilities, 22(4), 252-258. https://doi.org/10.1177/10883576070220040701
  • Demircan, Y. (2014). 5. sınıf öğrencilerinin sınıf içi etkinlik ve akademik başarı düzeylerine göre öz-düzenleme stratejileri ve motivasyonel inançlarının incelenmesi [Unpublished master thesis]. Mersin University.
  • Ennis, R. P., Jolivette, K., & Boden, L. J. (2013). STOP and DARE: Self-regulated strategy development for persuasive writing with elementary students with E/BD in a residential facility. Education and Treatment of Children, 36(3), 81-99. http://www.jstor.org/stable/42900213
  • Gerde, H. K., Bingham, G. E., & Wasik, B. A. (2012). Writing in early childhood classrooms: Guidance for best practices. Early Childhood Education Journal, 40(6), 351-359. https://doi.org/10.1007/s10643-012-0531-z
  • Glomb, N. K. & Morgan, D. P. (1991). Resource room teachers' use of strategies that promote the success of handicapped students ın regular classrooms. The Journal of Special Education, 25(2), 221-2235.
  • Graham, S. & Perin, D. (2007). A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology, 99(3), 445-476. https://doi.org/10.1037/0022-0663.99.3.445
  • Graham, S., Harris, K. R. & Mason, L. (2005). Improving the writing performance, knowledge, and self-efficacy of struggling young writers: The effects of self-regulated strategy development. Contemporary Educational Psychology, 30(2), 207-241. https://doi.org/10.1016/j.cedpsych.2004.08.001
  • Harris, K. R., Graham, S., Mason, K. H., & Friedlander, B. (2011). Powerful Writing strategies for all student. Paul H. Brookes.
  • Hoover, T. M., Kubina, R. M., & Mason, L. H. (2012). Effects of self-regulated strategy development for POW+ TREE on high school students with learning disabilities. Exceptionality, 20(1), 20-38. https://doi.org/10.1080/09362835.2012.640903
  • İlker, Ö., & Melekoğlu, M. A. (2017). Review of the studies on writing skills of students with specific learning disabilities in elementary education. Ankara University Faculty of Educational Sciences Journal of Special Education, 18(3), 443-469. doi:10.21565/ozelegitimdergisi.318602
  • Kethley, C. I. (2005). Case studies of resource room reading ınstruction for middle school students with high-ıncidence disabilities [Unpublished doctoral dissertation]. The University of Texas,
  • Kuşdemir, Y., Kurban, H. & Bulut, P. (2018). Yazma güçlüğü yaşayan bir öğrenci ile ilgili eylem araştırması. Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi, 7(2), 1190-1209. Retrieved from https://dergipark.org.tr/tr/pub/teke/issue/38234/442079
  • La Mboi, W. K. (2020). Improving students’writing ability by using plan and write strategy at second grade of smkn 10 makassar. English Review Journal, 1(1), 55-81. Retrieved from http://ojs.stkip-ypup.ac.id/index.php/erj/article/view/37
  • Mason, L. H., & Shriner, J. G. (2008). Self-regulated strategy development instruction for writing an opinion essay: Effects for six students with emotional/behavior disorders. Reading and Writing, 21(1), 71-93. https://doi.org/10.1007/s11145-007-9065-y
  • McHale, K. & Cermak, S. A. (1992). Fine motor activities in elementary school: preliminary findings and provisional ımplications for children with fine motor problems. American Journal of Occupational Therapy, 46 (10), 898-903.
  • McNamara, B. (1989). The Resource Room: A Guide for Special Educators. State University of New York Press.
  • Meyers, A. K. (2015). Academic and behavioral effects of self-regulated strategy development on children with writing difficulties and ADHD symptoms [Unpublished master thesis]. East Caroline University.
  • Milli Eğitim Bakanlığı. (2018). Özel eğitim hizmetleri yönetmeliği, 07.07.2018 tarih ve 30471 sayılı Resmi Gazete.
  • Öğülmüş, K. (2018). Öz düzenlemeli strateji geliştirme modeli temelinde şekillendirilen öğretim paketinin özel öğrenme güçlüğü olan öğrencilerin öykü yazma becerilerine etkisi [Unpublished doctoral dissertation]. https://tez.yok.gov.tr/UlusalTezMerkezi/giris.jsp
  • Öğülmüş, K. (2021). The effect of the family-centered POW + C-SPACE strategy on story-writing skills of children with writing difficulties. Manuscript under review.
  • Öğülmüş, K., Acikgoz, M. H., & Tanhan, A. (2021). Examining college students’ perception of specific learning difficulties through Online Photovoice (OPV). International Journal of Education and Literacy Studies, 9(2), 161-169. http://dx.doi.org/10.7575/aiac.ijels.v.9n.2p.161
  • Öğülmüş, K. & Melekoğlu, M. A. (2021). The impact of POW + C-SPACE strategy on story writing skills of Turkish students with specific learning disabilities. Educational Policy and Strategic Research, 16(1), 287-305. https://doi.org/10.29329/epasr.2020.334.16
  • Özekes, M. (2013). Peabody resim kelime testi 3.01-3.12 yaş aralığı İzmir bölgesi standardizasyonu çalışması. Ege Eğitim Dergisi, 14(1), 90-107. https://dergipark.org.tr/en/pub/egeefd/issue/4902/67205
  • Özen, Ö. E. (2016). Lise son sınıf öğrencilerinin öz-düzenleme becerileri ile sınav kaygıları arasındaki ilişkinin incelenmesi [Unpublished master thesis]. Çanakkale Onsekiz Mart University.
  • Rogers, L. A. & Graham, S. (2008). A meta-analysis of single subject design writing intervention research. Journal of Educational Psychology, 100, 879-906. https://doi.org/10.1037/0022-0663.100.4.879
  • Rosenblum, S., Weiss, P. L., & Parush, S. (2003). Product and process evaluation of handwriting difficulties: A review. Educational Psychology Review, 15(1), 41-81.
  • Rumsey, I. & Ballard, K. D. (1985). Teaching self‐management strategies for independent story writing to children with classroom behavior difficulties. Educational Psychology, 5(2), 147-157.
  • Şahin, A. & Güler, B. (2018). Destek eğitim odasında ve kaynaştırma ortamlarında çalışan öğretmenlerin bireyselleştirilmiş eğitim programı hazırlama sürecinde yaşadıkları güçlüklerin belirlenmesi. Adıyaman University Sosyal Bilimler Enstitüsü Dergisi (29), 594-625. https://doi.org/10.14520/adyusbd.437206
  • Sperger, D. R. (2010). An exploratory pretest and posttest investigation of the effects of the self-regulated strategy development approach to writing instruction on middle school boys’ writing achievement [Unpublished doctoral dissertation}. University of Hartford, USA.
  • Staal, L. A. (2002). Exploring story-writing strategies with students diagnosed with learning disabilities: A case-study approach [Unpublished doctoral dissertation]. University of New Mexico.
  • Talbot, P., Astbury, G. & Mason, T. (2010). Key concepts in learning disabilities. London: SAGE Publications.
  • Tanhan, A., & Strack, R. W. (2020). Online photovoice to explore and advocate for Muslim biopsychosocial spiritual wellbeing and issues: Ecological systems theory and ally development. Current Psychology, 39(6), 2010-2025. https://doi.org/10.1007/s12144-020-00692-6
  • Tekin-İftar, E. & Kırcaali-İftar, G. (2013). Özel eğitimde yanlışsız öğretim yöntemleri. Vize Publications.
  • Tekin-İftar, E. (2018). Çoklu yoklama modelleri. E. Tekin-İftar (Ed), Eğitim ve davranış bilimlerinde tek- denekli araştırmalar içinde (s. 217-244). Vize Publications.
  • Tika, Y. (2015). The Effectiveness of Pow Tree Strategy in Teaching Writing for Students at Eleventh Grade of MAN Muaralabuh [Doctoral dissertation]. STKIP PGRI Sumatera Barat
  • Troia, G. A. & Graham, S. (2003). The consultant's corner: "Effective writing ınstruction across the grades: What every educational consultant should know", Journal of Educational and Psychological Consultation, 14(1), 75-89.
  • Uygun, M. (2012). Öz düzenleme stratejisi gelişimi öğretiminin yazılı anlatıma, yazmaya yönelik öz düzenleme becerisine, kalıcılığa ve tutuma etkisi [Unpublished doctoral dissertation]. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/giris.jsp .
  • Vaughn, S., & Bos, C. S. (1987). Knowledge and perception of the resource room: The students’ perspective. Journal of Learning Disabilities, 20(4), 218-223.
  • Zumbrunn, S. & Bruning, R. (2012). Improving the writing and knowledge of emergent writers: The effects of self-regulated strategy development. Reading and Writing, 26(1), 91-110. https://doi.org/10.1007/s11145-012-9384-5

The Effect of The POW + C-SPACE Strategy on Writing Skills of Students with Specific Learning Difficulties Attending Classes in the Resource Room

Yıl 2021, Cilt: 8 Sayı: 3, 242 - 253, 25.07.2021

Kürşat Öğülmüş

Öz

In this study, the POW + C-SPACE (Pick my idea - Organise my notes - Write and say more + Characters – Setting – Purpose – Action – Conclusion - Emotions) strategy shaped on the basis of the Self-Regulated Strategy Development Model (SRSDM) was presented through teachers working in the resource room, to evaluate the effects on story-writing skills of the students with Specific Learning Difficulties (SLD). The study was designed with the multiple probe model with probe phase between subjects. The independent variable of the research is the POW + C-SPACE strategy presented through the teachers working in the resource room. The dependent variable is the story writing levels of the children with SLD who are educated in the resource room. The study group consists of three teachers and their students with SLD in the resource room. The POW + C-SPACE strategy was presented to the students with SLD through the teachers working in the resource room. As a result of the study, it was concluded that when the teachers in the resource room presented the POW + C-SPACE strategy, it effectively developed the students' story writing skills.

Anahtar Kelimeler

Self-regulated strategy development story writing skill writing difficulty specific learning difficulty resource room the POW + C-SPACE strategy

Kaynakça

  • Affleck, J., Q., Adams, S. M. A., & Lowenbraun, S. (1988). Integrated classroom versus resource model: Academic viability and effectiveness. Exceptional Children, 54(4), 339-348.
  • Akay, E., Uzuner, Y. & Girgin, Ü. (2014). Kaynaştırmadaki işitme engelli öğrencilerle gerçekleştirilen destek eğitim odası uygulamasındaki sorunlar ve çözüm gayretleri. Eğitimde Nitel Araştırmalar Dergisi, 2(2), 42-67. https://doi.org/10.14689/issn.2148-2624.1.3s3m
  • Al Shammari, S. R. (2018). The effectiveness of STOP and DARE in planning and drafting argumentative writing: A case of Saudi college level students. Arab World English Journal (AWEJ) Volume, 9. http://dx.doi.org/10.2139/ssrn.3151123
  • Almadani, F. (2013). The effect of pick organises write (pow)+ c-space strategy toward the ability in writing narrative text at the secondyear students of smpn 1 kampar kiri hilir kampar regency (Doctoral dissertation). Sultan Syarif Kasim II State Islamic University.
  • Al-Zoubi, S. M. & Rahman, M. S. (2012). The effect of resource room on ımproving reading and arithmetic skills for learners with learning disabilities. International Journal of Scientific Research in Education, 5(4), 269-277.
  • American Psychiatric Association [APA]. (2013). Diagnostic and Statistical manual of mental disorders (5th ed.). American Psychiatric Publishing.
  • Asmara, L. T. (2016). POW+C-SPACE (Pick idea, Organise, and write+characters, setting, purpose, action, Conclusion, emotions): A strategy to teach writing viewed from students’ creativity [Doctoral dissertation]. Universitas Sebelas Maret.
  • Ballard, K. D. & Glynn, T. (1975). Behavioral self‐management in story writing with elementary school children. Journal of Applied Behavior Analysis, 8(4), 387-398.
  • Batu, E. S. & Topsakal, M. (2003). Özel eğitim danışmanlığı süreci ve bir danışmanlık örneği. Özel Eğitim Dergisi, 4(1), 19-29.
  • Batu, E. S., Çolak, A. & Odluyurt, S. (2014). Özel gereksinimli çocukların kaynaştırılması. Vize Yayıncılık.
  • Budak, H. (2016). İlkokul dördüncü sınıf öğrencilerinin öz düzenleme, motivasyon, biliş üstü becerileri ve matematik dersi başarılarının belirlenmesi [Unpublished master thesis]. Çanakkale Onsekiz Mart University.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2018). Bilimsel araştırma yöntemleri. Pegem Akademi.
  • Çağlar, N. (2016). İlköğretim kurumlarındaki destek eğitim odası (DEO) uygulamasına ilişkin okul yöneticileri ve öğretmenlerin görüşlerinin incelenmesi [Unpublished master thesis]. Gazi University.
  • Chalk, J. C., Hagan-Burke, S. & Burke, M. D. (2005). The effects of self-regulated strategy development on the writing process for high school student with learning disabilities. Learning Disability Quarterly, 28, 75-87.
  • De La Paz, S., Owen, B., Harris, K. R., & Graham, S. (2000). Riding Elvis's motorcycle: Using self-regulated strategy development to PLAN and WRITE for a state writing exam. Learning Disabilities Research & Practice, 15(2), 101-109.
  • Delano, M. E. (2007). Use of Strategy instruction to improve the story writing skills of a student with Asperger syndrome. Focus on Autism and Other Developmental Disabilities, 22(4), 252-258. https://doi.org/10.1177/10883576070220040701
  • Demircan, Y. (2014). 5. sınıf öğrencilerinin sınıf içi etkinlik ve akademik başarı düzeylerine göre öz-düzenleme stratejileri ve motivasyonel inançlarının incelenmesi [Unpublished master thesis]. Mersin University.
  • Ennis, R. P., Jolivette, K., & Boden, L. J. (2013). STOP and DARE: Self-regulated strategy development for persuasive writing with elementary students with E/BD in a residential facility. Education and Treatment of Children, 36(3), 81-99. http://www.jstor.org/stable/42900213
  • Gerde, H. K., Bingham, G. E., & Wasik, B. A. (2012). Writing in early childhood classrooms: Guidance for best practices. Early Childhood Education Journal, 40(6), 351-359. https://doi.org/10.1007/s10643-012-0531-z
  • Glomb, N. K. & Morgan, D. P. (1991). Resource room teachers' use of strategies that promote the success of handicapped students ın regular classrooms. The Journal of Special Education, 25(2), 221-2235.
  • Graham, S. & Perin, D. (2007). A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology, 99(3), 445-476. https://doi.org/10.1037/0022-0663.99.3.445
  • Graham, S., Harris, K. R. & Mason, L. (2005). Improving the writing performance, knowledge, and self-efficacy of struggling young writers: The effects of self-regulated strategy development. Contemporary Educational Psychology, 30(2), 207-241. https://doi.org/10.1016/j.cedpsych.2004.08.001
  • Harris, K. R., Graham, S., Mason, K. H., & Friedlander, B. (2011). Powerful Writing strategies for all student. Paul H. Brookes.
  • Hoover, T. M., Kubina, R. M., & Mason, L. H. (2012). Effects of self-regulated strategy development for POW+ TREE on high school students with learning disabilities. Exceptionality, 20(1), 20-38. https://doi.org/10.1080/09362835.2012.640903
  • İlker, Ö., & Melekoğlu, M. A. (2017). Review of the studies on writing skills of students with specific learning disabilities in elementary education. Ankara University Faculty of Educational Sciences Journal of Special Education, 18(3), 443-469. doi:10.21565/ozelegitimdergisi.318602
  • Kethley, C. I. (2005). Case studies of resource room reading ınstruction for middle school students with high-ıncidence disabilities [Unpublished doctoral dissertation]. The University of Texas,
  • Kuşdemir, Y., Kurban, H. & Bulut, P. (2018). Yazma güçlüğü yaşayan bir öğrenci ile ilgili eylem araştırması. Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi, 7(2), 1190-1209. Retrieved from https://dergipark.org.tr/tr/pub/teke/issue/38234/442079
  • La Mboi, W. K. (2020). Improving students’writing ability by using plan and write strategy at second grade of smkn 10 makassar. English Review Journal, 1(1), 55-81. Retrieved from http://ojs.stkip-ypup.ac.id/index.php/erj/article/view/37
  • Mason, L. H., & Shriner, J. G. (2008). Self-regulated strategy development instruction for writing an opinion essay: Effects for six students with emotional/behavior disorders. Reading and Writing, 21(1), 71-93. https://doi.org/10.1007/s11145-007-9065-y
  • McHale, K. & Cermak, S. A. (1992). Fine motor activities in elementary school: preliminary findings and provisional ımplications for children with fine motor problems. American Journal of Occupational Therapy, 46 (10), 898-903.
  • McNamara, B. (1989). The Resource Room: A Guide for Special Educators. State University of New York Press.
  • Meyers, A. K. (2015). Academic and behavioral effects of self-regulated strategy development on children with writing difficulties and ADHD symptoms [Unpublished master thesis]. East Caroline University.
  • Milli Eğitim Bakanlığı. (2018). Özel eğitim hizmetleri yönetmeliği, 07.07.2018 tarih ve 30471 sayılı Resmi Gazete.
  • Öğülmüş, K. (2018). Öz düzenlemeli strateji geliştirme modeli temelinde şekillendirilen öğretim paketinin özel öğrenme güçlüğü olan öğrencilerin öykü yazma becerilerine etkisi [Unpublished doctoral dissertation]. https://tez.yok.gov.tr/UlusalTezMerkezi/giris.jsp
  • Öğülmüş, K. (2021). The effect of the family-centered POW + C-SPACE strategy on story-writing skills of children with writing difficulties. Manuscript under review.
  • Öğülmüş, K., Acikgoz, M. H., & Tanhan, A. (2021). Examining college students’ perception of specific learning difficulties through Online Photovoice (OPV). International Journal of Education and Literacy Studies, 9(2), 161-169. http://dx.doi.org/10.7575/aiac.ijels.v.9n.2p.161
  • Öğülmüş, K. & Melekoğlu, M. A. (2021). The impact of POW + C-SPACE strategy on story writing skills of Turkish students with specific learning disabilities. Educational Policy and Strategic Research, 16(1), 287-305. https://doi.org/10.29329/epasr.2020.334.16
  • Özekes, M. (2013). Peabody resim kelime testi 3.01-3.12 yaş aralığı İzmir bölgesi standardizasyonu çalışması. Ege Eğitim Dergisi, 14(1), 90-107. https://dergipark.org.tr/en/pub/egeefd/issue/4902/67205
  • Özen, Ö. E. (2016). Lise son sınıf öğrencilerinin öz-düzenleme becerileri ile sınav kaygıları arasındaki ilişkinin incelenmesi [Unpublished master thesis]. Çanakkale Onsekiz Mart University.
  • Rogers, L. A. & Graham, S. (2008). A meta-analysis of single subject design writing intervention research. Journal of Educational Psychology, 100, 879-906. https://doi.org/10.1037/0022-0663.100.4.879
  • Rosenblum, S., Weiss, P. L., & Parush, S. (2003). Product and process evaluation of handwriting difficulties: A review. Educational Psychology Review, 15(1), 41-81.
  • Rumsey, I. & Ballard, K. D. (1985). Teaching self‐management strategies for independent story writing to children with classroom behavior difficulties. Educational Psychology, 5(2), 147-157.
  • Şahin, A. & Güler, B. (2018). Destek eğitim odasında ve kaynaştırma ortamlarında çalışan öğretmenlerin bireyselleştirilmiş eğitim programı hazırlama sürecinde yaşadıkları güçlüklerin belirlenmesi. Adıyaman University Sosyal Bilimler Enstitüsü Dergisi (29), 594-625. https://doi.org/10.14520/adyusbd.437206
  • Sperger, D. R. (2010). An exploratory pretest and posttest investigation of the effects of the self-regulated strategy development approach to writing instruction on middle school boys’ writing achievement [Unpublished doctoral dissertation}. University of Hartford, USA.
  • Staal, L. A. (2002). Exploring story-writing strategies with students diagnosed with learning disabilities: A case-study approach [Unpublished doctoral dissertation]. University of New Mexico.
  • Talbot, P., Astbury, G. & Mason, T. (2010). Key concepts in learning disabilities. London: SAGE Publications.
  • Tanhan, A., & Strack, R. W. (2020). Online photovoice to explore and advocate for Muslim biopsychosocial spiritual wellbeing and issues: Ecological systems theory and ally development. Current Psychology, 39(6), 2010-2025. https://doi.org/10.1007/s12144-020-00692-6
  • Tekin-İftar, E. & Kırcaali-İftar, G. (2013). Özel eğitimde yanlışsız öğretim yöntemleri. Vize Publications.
  • Tekin-İftar, E. (2018). Çoklu yoklama modelleri. E. Tekin-İftar (Ed), Eğitim ve davranış bilimlerinde tek- denekli araştırmalar içinde (s. 217-244). Vize Publications.
  • Tika, Y. (2015). The Effectiveness of Pow Tree Strategy in Teaching Writing for Students at Eleventh Grade of MAN Muaralabuh [Doctoral dissertation]. STKIP PGRI Sumatera Barat
  • Troia, G. A. & Graham, S. (2003). The consultant's corner: "Effective writing ınstruction across the grades: What every educational consultant should know", Journal of Educational and Psychological Consultation, 14(1), 75-89.
  • Uygun, M. (2012). Öz düzenleme stratejisi gelişimi öğretiminin yazılı anlatıma, yazmaya yönelik öz düzenleme becerisine, kalıcılığa ve tutuma etkisi [Unpublished doctoral dissertation]. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/giris.jsp .
  • Vaughn, S., & Bos, C. S. (1987). Knowledge and perception of the resource room: The students’ perspective. Journal of Learning Disabilities, 20(4), 218-223.
  • Zumbrunn, S. & Bruning, R. (2012). Improving the writing and knowledge of emergent writers: The effects of self-regulated strategy development. Reading and Writing, 26(1), 91-110. https://doi.org/10.1007/s11145-012-9384-5
Toplam 54 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Research Article
Yazarlar

Kürşat Öğülmüş 0000-0001-7551-6894

Yayımlanma Tarihi 25 Temmuz 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 8 Sayı: 3

Kaynak Göster

APA Öğülmüş, K. (2021). The Effect of The POW + C-SPACE Strategy on Writing Skills of Students with Specific Learning Difficulties Attending Classes in the Resource Room. International Journal of Psychology and Educational Studies, 8(3), 242-253.
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