Yabancılara Türkçe Öğretiminde Okuma Eğitimi Becerisinin Yeri

Ayre, C. ve Scally A. J. (2014). Critical values for Lawshe’s content validity ratio: revisiting the original methods of calculation.

Measurement and Evaluation in Counseling and Development, 47 (1), 79–86. DOI: 10.1177/0748175613513808.

Beacco, J.-C. ve Byram, M. (2003), Guide for the development of language education policies in Europe: from linguistic fiversity to plurilingual education. (Main Version). Strasbourg: Language Policy Division, Council of Europe.

Bachman, L. F. (1990). Fundamental considerations in language testing. (1st Edition). England: Oxford University Press. Bachman, L. ve Palmer, A. (2010). Language assessment in practice. England: Oxford University Press.

Black, P., Dylan, W. (1998) Assessment and classroom learning, assessment in education: Principles, Policy & Practice, 5(1), 7-74. DOI: 10.1080/0969595980050102.

Boylu, E. (2019). Yabancılara Türkçe öğretiminde ölçme değerlendirme uygulamaları standart oluşturma. (Doktora tezi) YÖK Tez Merkezi veri tabanından erişildi. (Tez No: 542435).

Brown, D. H. (1990). Language assessment: principles and classroom practices. London: Longman.

CEFRCV. (2020). Common European framework of reference for languages: Learning, teaching, assessment Companion volume.

Strasbourg: Council of Europe Publishing.

CEFR. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambride: Cambride University Press.

Cronbach, J. L. ve Meehl, P. E. (1951). Construct validity in psychological tests. Psychological Bulletin, 52 (4), 281-302.

Demirdöven, G. H. (2022). Ulusal alanda yapılan Türkçe yeterlik sınavlarının Yabancı Diller Öğretimi Ortak Çerçeve Metni’nde belirtilen dil yeterlikleri açısından incelenmesi. Yayımlanmamış doktora tezi. Sakarya Üniversitesi Eğitim Bilimleri Ensti- tüsü.

Frank-Stromberg, M. ve Olsen, S. J. (2004). Instruments for clinical health-care research. London, England: Jones & Bartlett. Grabe, W. ve Stoller, F. L. (2002). Teaching and researching reading. New York: Pearson Education.

Harris, A. J. ve Sipay. E. R. (1990). How to increase reading ability. (Ninth Edition). New York: Longman.

Howard, A. ve Donaghue, H. (Eds). (2015). Teacher evaluation in second language education. London: Bloomsbury.

Keskin, F. ve Okur, A. (2013). Yabancılara Türkçe öğretimi el kitabı. Durmuş, M. ve Okur, A. (Ed.), Okuma Eğitimi (293-308).

Ankara: Grafiker Yayınları.

Kizlik, B. (2010). How to Write an Assessment Based on a Behaviorally Stated Objective. [online Document] Available at http://www.adprima.com/assessment.htm adresinden 06. 01. 2023 tarihinde erişildi.

Krause, K., Bochner, S. vd Duchesne, S. (2003). Educational psychology for learning and teaching. Australia: Thomson.

Küçük, S. ve Demirdöven, G. H. (2022). Dil eğitiminin genel kavramları. G. Arı ve O. İpek (Ed.), Dil eğitimin temel kavramları, içinde (s. 3-27). Ankara: Iksad Publishing House.

Lawshe, C. H. (1975). A quantitative approach to content validity. Personnel psychology, 28(4), 563-575. McDevitt, T.M. ve Ormrod, J.E. (2002). Child development and education. New Jersey: Merrill Prentice Hall.

Purpura, J. (2014). Cognition and language assessment. A. J. Kunnan (Ed.), Companion to language assessment içinde (s.. 1452- 1476). Oxford, UK: Wiley-Blackwell.

Richards, J. C. ve Schmidt (2010). Longman dictionary of language teaching and applied inguistics. (4th Edition). Great Britain: Pearson Education Limited.

Vygotsky, L. (1978). Mind in society. Cambridge: Harvard University Press. Türk Dil Kurumu. (2017). Türkçe sözlük. Ankara: TDK Yayınları.

Wixson, K. K. ve Peters, C. W. (1984). Reading redefined: a Michigan reading association position paper. The Michigan Reading Journal, 17, 4-7.

Yıldız, C., Okur, A., Arı, G. ve Yılmaz, Y. (2010). Yeni öğretim programına göre kuramdan uygulamaya Türkçe öğretimi. Ankara: Pegema Yayıncılık.

Ayre, C. ve Scally A. J. (2014). Critical values for Lawshe’s content validity ratio: revisiting the original methods of calculation.

Measurement and Evaluation in Counseling and Development, 47 (1), 79–86. DOI: 10.1177/0748175613513808.

Beacco, J.-C. ve Byram, M. (2003), Guide for the development of language education policies in Europe: from linguistic fiversity to plurilingual education. (Main Version). Strasbourg: Language Policy Division, Council of Europe.

Bachman, L. F. (1990). Fundamental considerations in language testing. (1st Edition). England: Oxford University Press. Bachman, L. ve Palmer, A. (2010). Language assessment in practice. England: Oxford University Press.

Black, P., Dylan, W. (1998) Assessment and classroom learning, assessment in education: Principles, Policy & Practice, 5(1), 7-74. DOI: 10.1080/0969595980050102.

Boylu, E. (2019). Yabancılara Türkçe öğretiminde ölçme değerlendirme uygulamaları standart oluşturma. (Doktora tezi) YÖK Tez Merkezi veri tabanından erişildi. (Tez No: 542435).

Brown, D. H. (1990). Language assessment: principles and classroom practices. London: Longman.

CEFRCV. (2020). Common European framework of reference for languages: Learning, teaching, assessment Companion volume.

Strasbourg: Council of Europe Publishing.

CEFR. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambride: Cambride University Press.

Cronbach, J. L. ve Meehl, P. E. (1951). Construct validity in psychological tests. Psychological Bulletin, 52 (4), 281-302.

Demirdöven, G. H. (2022). Ulusal alanda yapılan Türkçe yeterlik sınavlarının Yabancı Diller Öğretimi Ortak Çerçeve Metni’nde belirtilen dil yeterlikleri açısından incelenmesi. Yayımlanmamış doktora tezi. Sakarya Üniversitesi Eğitim Bilimleri Ensti- tüsü.

Frank-Stromberg, M. ve Olsen, S. J. (2004). Instruments for clinical health-care research. London, England: Jones & Bartlett. Grabe, W. ve Stoller, F. L. (2002). Teaching and researching reading. New York: Pearson Education.

Harris, A. J. ve Sipay. E. R. (1990). How to increase reading ability. (Ninth Edition). New York: Longman.

Howard, A. ve Donaghue, H. (Eds). (2015). Teacher evaluation in second language education. London: Bloomsbury.

Keskin, F. ve Okur, A. (2013). Yabancılara Türkçe öğretimi el kitabı. Durmuş, M. ve Okur, A. (Ed.), Okuma Eğitimi (293-308).

Ankara: Grafiker Yayınları.

Kizlik, B. (2010). How to Write an Assessment Based on a Behaviorally Stated Objective. [online Document] Available at http://www.adprima.com/assessment.htm adresinden 06. 01. 2023 tarihinde erişildi.

Krause, K., Bochner, S. vd Duchesne, S. (2003). Educational psychology for learning and teaching. Australia: Thomson.

Küçük, S. ve Demirdöven, G. H. (2022). Dil eğitiminin genel kavramları. G. Arı ve O. İpek (Ed.), Dil eğitimin temel kavramları, içinde (s. 3-27). Ankara: Iksad Publishing House.

Lawshe, C. H. (1975). A quantitative approach to content validity. Personnel psychology, 28(4), 563-575. McDevitt, T.M. ve Ormrod, J.E. (2002). Child development and education. New Jersey: Merrill Prentice Hall.

Purpura, J. (2014). Cognition and language assessment. A. J. Kunnan (Ed.), Companion to language assessment içinde (s.. 1452- 1476). Oxford, UK: Wiley-Blackwell.

Richards, J. C. ve Schmidt (2010). Longman dictionary of language teaching and applied inguistics. (4th Edition). Great Britain: Pearson Education Limited.

Vygotsky, L. (1978). Mind in society. Cambridge: Harvard University Press. Türk Dil Kurumu. (2017). Türkçe sözlük. Ankara: TDK Yayınları.

Wixson, K. K. ve Peters, C. W. (1984). Reading redefined: a Michigan reading association position paper. The Michigan Reading Journal, 17, 4-7.

Yıldız, C., Okur, A., Arı, G. ve Yılmaz, Y. (2010). Yeni öğretim programına göre kuramdan uygulamaya Türkçe öğretimi. Ankara: Pegema Yayıncılık.