İkinci Sınıf Öğrencilerinin Akıcı Okuma Becerilerini Geliştirmede Pratik Stratejilerle Erken Okuryazarlığa Yardım Programı’nın (HELPS) Kullanılması Üzerine Bir Durum Çalışması*

Year 2020, Volume: 8 Issue: 4, 1147 - 1164, 27.10.2020

Muhammet Baştuğ Burak Öncü

Abstract

Bu araştırmanın amacı, okumada güçlük çeken iki öğrencinin akıcı okuma becerilerinin geliştirilmesinde pratik stratejilerle erken okuryazarlığa yardım (HELPS) programının uygulama sürecini izelemektir. Araştırmaya 2. sınıf düzeyine göre akıcı okumada geri olan iki öğrenci katılmıştır. Nitel araştırma desenlerinden biri olan durum çalışması deseninde yürütülen bu araştırma, 2018-2019 eğitim öğretim yılının bahar döneminde gerçekleştirilmiştir. Veriler, sürece ilişkin program tabanlı ölçme sonuçlarından ve öğrencilerin sınıf öğretmenleriyle gerçekleştirilen görüşmeden elde edilmiştir. Araştırma sonuçlarına göre katılımcı öğrencilerin araştırma kapsamında uygulanan program sonucunda okuma becerilerinden kelime tanıma ve okuma hızında olumlu yönde artışların yaşandığı tespit edilmiştir. Ayrıca katılımcı öğrencilerin Pratik Stratejilerle Erken Okuryazarlığa Yardım (HELPS) programı sürecinde okuma niteliğindeki değişimde, ders dışı okumayı sürdürmede ve derse katılımlarında olumlu artışların olduğu görülmüştür. Elde edilen sonuçlar ilgili literatüre dayalı olarak yorumlanmıştır.

Keywords

Akıcı okuma, erken okuryazarlığa ulaşma, helps

A Case Study on Use of the Heliping Early Literacy with Practice Strategies (HELPS) Program to Improve Second Grade Students’ Fluent Reading Skills

Abstract

The aim of this study is to investigate the effects of the Helping Early Literacy with Practice Strategies (HELPS) program on the improvement of fluent reading skills of two 2nd-grade students identified as having difficulties in reading. The current qualitative case study was conducted in the spring semester of the 2018-2019 academic year. The data were obtained from the program-based measurement results related to the process and the (semi-structured) interviews with the classroom teachers of the students. According to the results of the present study, it was found out that there was an increase in word recognition and reading speed as a part of reading skills of the participant students thanks to the HELPS program implemented in the study. Additionally, there was a positive change in terms of the quality of reading and the level of engagement in extra-curricular reading and active participation in class increased for the participant students in the process of the Helping Early Literacy with Practice Strategies (HELPS) program. The results obtained were interpreted under the light of the relevant literature.

Keywords

Fluent reading, early literacy skills, HELPS

References

• Akar, H. (2016). Durum çalışması. A. Saban ve A. Ersoy, (Edt.). Eğitimde nitel araştırma desenleri içinde (ss. 111-148). Ankara: Anı Yayıncılık.
• Akyol, H. (2008). Türkçe ilkokuma yazma öğretimi. Ankara: Pegem A Yayıncılık.
• Bailey, J. M. (2009). Reading poetry for improved adolescent oral fluency, comprehension, and self-perception. Unpublished Master Thesis. Wichita State University.
• Baştuğ, H.K. ve Akyol, H. (2012). Akıcı okuma becerilerinin okuduğunu anlamayı yordama düzeyi, Kuramsal Eğitimbilim Dergisi, 5(4), 394-411.
• Begeny, J. C. (2009). Helping early literacy with practice strategies (HELPS): A one-on-one program designed to improve students’ reading fluency. Raleigh, NC: Tje HELPS Education Fund.
• Begeny, J. C., Laugle, K. M., Krouse, H. E., Lynn, A. E., Tayrose, M. P., & Stage, S. A. (2010). A control-group comparison of two reading fluency programs: The Helping Early Literacy With Practice Strategies (HELPS) program and the Great Leaps K-2 reading program. School Psychology Review, 39(1), 137-155.
• Begeny, J. C. (2011). Effects of the Helping Early Literacy With Practice Strategies (HELPS) reading fluency program when implemented at different frequencies. School Psychology Review, 40(1), 149-157.
• Begeny, J. C., Mitchell, R. C., Whitehouse, M. H., Samuels, F. H., & Stage, S. A. (2011). Effects of the HELPS reading fluency program when implemented by classroom teachers with low-performing second-grade students. Learning Disabilities Research & Practice, 26(3), 122-133.
• Begeny, J. C., Ross, S. G., Greene, D. J., Mitchell, R. C., & Whitehouse, M. H. (2012). Effects of the Helping Early Literacy With Practice Strategies (HELPS) reading fluency program with Latino English language learners: A preliminary evaluation. Journal of Behavioral Education, 21, 134-149.
• Cotter, J. (2012). Understanding the relationship between reading fluency and reading comprehension: Fluency strategies as a focus for instruction. (Education Masters). St. John Fisher College, New York.
• Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches. USA: Sage.
• Daane, M. C., Campbell, J. R., Grigg, W. S., Goodman, M. J., & Oranje, A. (2005). Fourth grade students reading aloud: NAEP 2002 special study of oral reading. U.S. Department of Education, National Center for Education statistics. Washington, DC: Government Printing Office.
• Davey, L. (2009). The application of case study evaluations. T. Gökçek (Çev.). Elementary Education Online, 8(2), 1-3.
• Deno, S. L. (1985). Curriculum-based measurement: The emerging alternative. Exceptional Children, 52(3), 219-232.
• Demirtaş, G. (2016). Okuma güçlüğü yaşayan dördüncü sınıf öğrencileri üzerine bir durum çalışması. Yüksek Lisans Tezi. Niğde Üniversitesi Eğitim Bilimleri Enstitüsü, Niğde.
• Fuchs, L. S., Fuchs, D., Hosp, M. D., & Jenkins, J. (2001). Oral reading fluency as an indicator of reading competence: a theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5, 239- 259.
• Guthrie, J. T., Wigfield, A., Metsala, J. L., & Cox, K. E. (1999). Motivational and cognitive predictors of text comprehension and reading amount. Scientific Studies of Reading, 5(3), 231-256.
• Güneş, F. (2000). Uygulamalı okuma yazma öğretimi. Ankara: Ocak Yayınları.
• Huey, E. B. (1908). The psychology and pedagogy of reading. Cambridege, MA: MIT Press.
• Kaya, D . (2016). Akıcı okuma gelişiminin değerlendirilmesine yönelik boylamsal bir çalışma / A longitudinal study on the assessment of reading fluency development. Okuma Yazma Eğitimi Araştırmaları, 4 (2), 14-25.
• Keskin, H. ve Baştuğ, M. (2012, Mayıs). Geçmişten günümüze akıcı okuma. 11. Ulusal Sınıf Öğretmenliği Sempozyumunda sunulmuş bildiri, Recep Tayyip Erdoğan Üniversitesi, Rize, Türkiye.
• Kuhn, M. R. (2005). A comparative study of small group fluency instruction. Reading Psychology, 26(2), 127-146.
• LaBerge, D., & Samuels, S. J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6(2), 293-323.
• Malouf, R. C., Reisener, C. D., Gadke, D. L., Wimbish, S. W., & Frankel, A. C. (2014). The effect of Helping Early Literacy with Practice Strategies on reading fluency for children with severe reading impairments. Reading Improvement, 51(2), 269-279.
• McGlinchey, M. T., & Hixson, M. D. (2004). Using curriculum-based measurement to predict performance on state assessments in reading. School Psychology Review, 33(2), 193-203.
• Merriam, S. B. (2013). Nitel araştırma desen ve uygulama için bir rehber. S. Turan (Çev. Ed.). Ankara: Nobel Akademik Yayıncılık.
• Mitchell, C., & Begeny, J. C. (2014). Improving student reading through parents' implementation of a structured reading program. School Psychology Review, 43(1), 41-58.
• Miller, A., Robson, D., & Bushell, R. (1986). Parental participation in paired reading: A controlled study. Educational Psychology, 6, 277-284.
• Morgan, P. L, & Sideridis, G. D. (2006). Contrasting the effectiveness of fluency interventions for students with or at risk for learning disabilities: A multilevel random coefficient modeling meta analysis. Learning Disabilities Research & Practice, 21(4), 191-210.
• National Institute of Child Health and Human Development (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: U. S. Government Printing Office.
• National Reading Panel. (2000). Teaching children to read. Washington, DC: National Institute of Child Health and Human Development.
• Phillips, J. (2002). A study of the relationship among grade fours’ reader sell-perceptions, reading ability, parental self-efficacy, parental role construction, child development beliefs and gender. Unpublished Master Thesis, Memorial University of Newfoundland.
• Rasinski, T. V., Padak, N., & Fawcett, G. (2010). Teaching children who find reading difficult (4th ed.). Boston: Allyn & Bacon.
• Rasinski, T. V., Padak, N., Linek, W., & Sturtevant, E. (1994). Effects of fluency development on urban second-grade readers. The Journal of Educational Research, 87(3), 158-165.
• Rasinski, T. (2006). Reading Fluency Instruction: Moving beyond accuracy, automaticity, and prosody. The Reading Teacher, 59(7), 704-706.
• Samuels, S. J. (1979). The method of repeated reading. The Reading Teacher, 32(4), 403-408.
• Samuels, S. J. (1994). Toward a theory of automatic information processing in reading, revisited. In R. B. Ruddell, M. R. Ruddell, & H. Singer (Eds.), Theoretical models and processes of reading (p. 816-837). International Reading Association.
• Schuh, M. (2018). Reading fluency and the HELPS program. (Education Masters). Minot State University, North Dakota.
• Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21(4), 360– 407.
• Therrien, W. J. (2004). Fluency and comprehension gains as a result of repeated reading: A meta-analysis. Remedial and Special Education, 25(4), 252-261.
• Therrien, W. J., & Kubina, M. R. (2006). Developing reading fluency with repeated reading. Intervention in School and Clinic, 41(3), 156-160.
• U.S. Department of Education [USDE]. (2001). No child left behind. Washington, DC: Autor.
• Wang, J. H., & Guthrie, J. T. (2004). Modeling the effects of intrinsic motivation, extrinsic motivation, amount of reading, and past reading achievement on text comprehension between U.S. And Chinese students. Reading Research Quarterly, 39, 162–186.
• Yıldırım, A. (1999). Nitel araştırma yöntemlerinin temel özellikleri ve eğitim araştırmalarındaki yeri ve önemi. Eğitim ve Bilim, 23(112), 7-17.
• Yıldız, M. ve Akyol, H. (2011). İlköğretim 5. sınıf öğrencilerinin okuduğunu anlama, okuma motivasyonu ve okuma alışkanlıkları arasındaki ilişki. Gazi Eğitim Fakültesi Dergisi, 31(3), 793-815.
• Yıldız, M. (2013). Okuma motivasyonu, akıcı okuma ve okuduğunu anlamanın beşinci sınıf öğrencilerinin akademik başarılarındaki rolü. Turkish Studies, 8(4), 1461-1478.
• Young, C., & Rasinki, T. (2009). Implementing readers’ theatre as an approach to classroom fluency instruction. The Reading Teacher, 63(1), 4–13.
• Zentall, S. S., & Lee, J. (2012). A reading motivation intervention with differential outcomes for students at risk for reading disabilities, ADHD, and typical comparisons: “Clever is as clever does.” Learning Disability Quarterly, 35(4), 248-259.