Akıcı Okumayı Geliştirme: Bir Eylem Araştırması

Year 2024, Volume: 26 Issue: 1, 138 - 150, 28.03.2024

Hayati Akyol Osman Gedik Cebrail Turna

https://doi.org/10.17556/erziefd.1385810

Abstract

Bu çalışmada okuma güçlüğü yaşayan bir ilkokul 3. sınıf öğrencisinin okuma akıcılığı performansının geliştirilmesi amaçlanmıştır. Çalışma 2021 yılı bahar yarıyılında, nitel araştırma yöntemlerinden eylem araştırması şeklinde yürütülmüştür. Öncelikle öğrencinin mevcut okuma performansını belirlemek için kendi sınıf seviyesinde metinler okutulmuş ve öğrencinin gerçek okuma düzeyi ile akıcı okuma sorunları belirlenmiştir. Öğrencinin okuma akıcılığı düzeylerini belirlemek için Yanlış Analiz Envanteri ile birlikte Prozodik Okuma Ölçeği kullanılmıştır. Öğrencinin mevcut okuma performansının tespitinden sonra haftada 2 ders saati (son hafta 3 saat) ve toplamda 15 ders saati olacak şekilde 7 haftalık eylem planı hazırlanmış ve uygulanmıştır. Eylem planı kapsamında öğrencinin mevcut durumuna uygun sınıf seviyelerinde okuma metinleri kullanılmıştır. Öğrencinin akıcı okuma performansını artırmak için ilgili alan yazında belirtilen akıcı okuma stratejileri incelenmiş ve bu çalışmada tekrarlı okuma, eşli okuma ve kelime tekrar tekniği kullanılmıştır. Ayrıca öğrencinin velisi ile de çalışma sonunda görüşme gerçekleştirilmiş ve çocuğunun performansı hakkında görüşleri alınmıştır. Sonuç olarak, bu çalışmada kullanılan strateji ve tekniklerin okuma akıcılığının her bileşenini (doğruluk-hız-prozodi) olumlu yönde etkilediği görülmüştür.

Keywords

Akıcı okuma, eşli okuma, kelime tekrar tekniği, tekrarlı okuma, eylem çalışması.

Developing Reading Fluency: An Action Research

Abstract

In this study, it was aimed to improve the reading fluency performance of a primary school 3rd grade student who has reading difficulties. This study was carried out in the spring semester of 2021 in the form of action research, one of the qualitative research methods. First of all, in order to determine the student's current reading performance, texts at his/her own grade level were read and the student's actual reading level and reading fluency problems were determined. In order to determine the reading fluency levels of the students, the Prosodic Reading Scale was used together with the the Informal Reading Inventory. After determining the current reading performance of the student, a 7-week action plan was prepared and implemented, with two hours of lessons per week (three hours in the last week) and 15 lesson hours in total. Within the scope of the action plan, reading texts at grade levels appropriate to the current situation of the student were used. In order to improve the student's reading fluency performance, the fluent reading strategies specified in the related literature were examined and in this study, repeated reading, paired reading and word drill techniques were used. In addition, the parents of the student were interviewed at the end of the study and their opinions about their child's performance were obtained. As a result, it was seen that the strategies and techniques used had a positive effect on every component of reading fluency (accuracy, speed, prosody).

Keywords

Reading fluency, paired reading, word drill techniques, repeated reading, action research.

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