Akıcı Okumayı Geliştirme: Bir Eylem Araştırması

Year 2024, , 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.

References

• Akyol, H, Yıldırım, K., Ateş, S., Çetinkaya, Ç. ve Rasinski, T. (2014). Okumayı Değerlendirme Öğretmenler İçin Kolay ve Pratik Bir Yol. Ankara: Pegem Akademi.
• Akyol, H. (2003). Türkçe İlkokuma Yazma Öğretimi. Ankara: Pegem Yayıncılık.
• Akyol, H. (2010). Türkçe İlkokuma Yazma Öğretimi. Ankara: Pegem Yayıncılık.
• Akyol, H. & Kodan, H. (2016). Okuma güçlüğünün giderilmesine yönelik bir uygulama: akıcı okuma stratejilerinin kullanımı. Ondokuz Mayis University Journal of Education, 35(2), 7-21. https://www.doi.org/10.7822/omuefd.35.2.1
• Baştuğ, M. & Keskin, H. K. (2012). Akıcı okuma becerileri ile anlama düzeyleri (basit ve çıkarımsal) arasındaki ilişki. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 13(3), 227-274.
• Berg, K., & Lyke, C. (2012). Using repeated reading as a strategy to improve reading fluency at the elementary level. Master of Arts Action Research Project. Chicago: St. Xavier University
• Bilge, H. & Kalenderoğlu, İ. (2022). Okuma, yazma ve konuşmada akıcılık ile okuduğunu anlama ve kelime hazinesi ilişkisi. Eğitim ve Bilim 47(209), 25-53. https://www.doi.org/10.15390/EB.2022.9609
• Björn, P. M., Aunola, K., & Nurmi, J. E. (2016). Primary school text comprehension predicts mathematical word problem-solving skills in secondary school. Educational Psychology, 36(2), 326-377. https://www.doi.org/10.1080/01443410.2014.992392
• Burns, M. K., & Wagner, D. (2008). Determining an effective intervention within a brief experimental analysis for reading: A meta-analytic review. School Psychology Review, 37(1), 126–136. https://www.doi.org/10.1080/02796015.2008.12087913
• Casey, J., McLaughlin, T. F., Weber, K. P., & Everson, M. (2003). The effects of five minute practice, unlimited practice, with SAFMED cards on correct and error rate for two elementary school children with learning disabilities. International Journal of Special Education, 18(1), 66-72.
• Chafouleas, S. M., Martens, B. K., Dobson, R. L., Weinstein, K. S., & Gardner, K. B. (2004). Fluent reading as the improvement of stimulus control: Additive effects of performance-based interventions to repeated reading on students' reading and error rates. Journal of Behavioral Education, 13, 67-81.
• Ciuffo, M., Myers, J., Ingrassia, M., Milanese, A., Venuti, M., Alquino, A., … Gagliano, A. (2017). How fast can we read in the mind? Developmental trajectories of silent reading fluency. Reading and Writing, 30(8), 1667-1686. https://www.doi.org/10.1007/s11145-017-9744-2
• Çetinkaya, F. Ç., Ateş, S. & Yıldırım, K. (2016). Prozodik okumanın aracılık etkisi: Lise düzeyinde okuduğunu anlama ve akıcı okuma arasındaki ilişkilerin incelenmesi. Electronic Turkish Studies, 11(3), 809-820. https://www.doi.org/10.7827/TurkishStudies.9339
• Deeney, T. A. (2010). One‐minute fluency measures: Mixed messages in assessment and instruction. The Reading Teacher, 63(6), 440-450. https://www.doi.org/10.1598/RT.63.6.1
• Dotson-Shupe, E. C. (2017). The Impact of Repeated Reading on the Comprehension Level of Eight Eighth Grade Students at the Middle School Level (Doctoral dissertation, University of South Carolina).
• Erdogan, Ö. Z. G. E., & Kasranoglu, F. (2018). Developing the Reading Technique and Reading Comprehension Skills through Using the Word Drill Technique and the 3P Method. Croatıan Journal Of Educatıon, 20(1), 75-110.
• Erdoğan, Ö., & Şenocak-Kasranoğlu, F. (2018). Developing the reading technique and reading comprehension skills through using the word drill technique and the 3P method. Croatian Journal of Education, 20(1), 75-110. https://www.doi.org/10.15516/cje.v20i1.2658
• Escarpio, R., & Barbetta, P. M. (2016). Comparison of repeated and non-repeated readings on the reading performances of students with emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders, 24(2), 111-124.
• Gedik, O., & Akyol, H. (2022). Reading difficulty and development of fluent reading skills: An action research. International Journal of Progressive Education, 18(1), 21-41. https://www.doi.org/10.29329/ijpe.2022.426.2
• Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading and reading disability. Remedialand Special Educational, 7(1), 6-10. https://www.doi.org/10.1177/074193258600700104
• Güldenoğlu, B., Kargın, T. & Miller, P. (2012). İyi ve zayıf okuyucuların kelime işlemleme ve okuduğunu anlama becerilerinin karşılaştırılmalı olarak incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri (KUYEB), 12(4), 2807- 2828.
• Gürgür, H. (2016). Eylem Araştırması. A. Saban ve A. Ersoy (Editörler), Eğitimde Nitel Araştırma Desenleri (3.baskı). (ss. 31-80). Ankara: Anı Yayıncılık.
• Herberg, J., McLaughlin, T. F., Derby, K. M., & Weber, K. P. (2012). The effects of repeated readings and flashcard error drill the reading accuracy and fluency with rural middle school student with learning disabilities. Academic Research International, 2(3), 388-393.
• Hudson, R. F., Lane, H. B., & Pullen, P. C. (2005). Reading fluency assessment and instruction: what, why, and how? The Reading Teacher, 58(8), 702–714. https://www.doi.org/10.1598/RT.58.8.1
• Hudson, R. F., Pullen, P. C., Lane, H. B., & Torgesen, J. K. (2009). The complex nature of reading fluency: A multidimensional view. Reading ve Writing Quarterly, 25(1), 4-32. https://www.doi.org/10.1080/105735608022491208
• Isler, N. K., & Sahin, A. E. (2016). Bir ilkokul 4. sınıf öğrencisinin okuma bozukluğu ve anlama güçlüğü: Bir durum çalışması. Ana Dili Eğitimi Dergisi, 4(2), 174-186.
• Jordan, N. C., Kaplan, D. & Hanich, L. B. (2002). Achievement growth in children with learning difficulties in mathematics: Finding of a two-year longitudinal study. Journal of Educational Psychology, 94(3), 586-597. https://www.doi.org/10.1037/0022-0663.94.3.586
• Keskin, H. K. & Akyol, H. (2014). Yapılandırılmış okuma yönteminin okuma hızı, doğru okuma ve sesli okuma prozodisi üzerindeki etkisi. Ana Dili Eğitimi Dergisi, 2(4), 107-119.
• Keskin, H. K. & Baştuğ, M. (2013). Geçmişten günümüze akıcı okuma. Türkiye Sosyal Araştırmalar Dergisi, 171(171), 189-208.
• Keskin, H. K., Baştuğ, M. ve Akyol, H. (2013). Sesli okuma ve konuşma prozodisi: ilişkisel bir çalışma. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 9(2), 168-180.
• Kim, Y. S. G. (2015). Developmental, component‐based model of reading fluency: An investigation of predictors of word‐reading fluency, text‐reading fluency, and reading comprehension. Reading Research Quarterly, 50(4), 459-48. https://www.doi.org/10.1002/rrq.107
• Klauda, S. L., & Guthrie, J. T. (2008). Relationships of three components of reading fluency to reading comprehension. Journal of Educational psychology, 100(2), 310-321. https://www.doi.org/10.1037/0022-0663.100.2.310
• Kostewicz, D. E., & Kubina, R. M. (2011). Building science reading fluency for students with disabilities with repeated reading to a fluency criterion. Learning Disabilities: A Multidisciplinary Journal, 17(3), 89-104.
• Kuhn, M. R., Schwanenflugel, P. J., & Meisinger, E. B. (2010). Aligning theory andassessment of reading fluency: Automaticity, prosody, and definitions of fluency. Reading Research Quarterly, 45(2), 230-251. https://www.doi.org/10.1598/RRQ.45.2.4
• Landa, K. G., & Barbetta, P. M. (2014). Effects of repeated readings on reading performance of English language learners with specific learning disabilities. Manuscript submitted for publication
• Lee, J., & Yoon, S. Y. (2017). The effects of repeated reading on reading fluency for students with reading disabilities: a meta-analysis. Journal of Learning Disabilities, 50(2), 213-224. https://www.doi.org/10.1177/0022219415605194
• Lee, L., & Szczerbinski, M. (2021) Paired Reading as a method of reading intervention in Irish primary schools: an evaluation, Irish Educational Studies, 40(3), 589-610. https://www.doi.org/10.1080/03323315.2021.1927797
• Liu, Y. T., & Todd, A. G. (2016). Implementation of assisted repeated reading techniques for the incidental acquisition of novel foreign vocabulary. Language Teaching Research, 20(1), 53-74. https://www.doi.org/10.1177/1362168814559802
• Maughan, B., Rutter, M., & Yule, W. (2020). The Isle of Wight studies: the scope and scale of reading difficulties. Oxford Review of Education, 46(4), 429-438. https://www.doi.org/10.1080/03054985.2020.1770064
• Monteiro, V. (2013). Promoting reading motivation by reading together. Reading Psychology, 34(4), 301-335. https://www.doi.org/10.1080/02702711.2011.635333
• Monteiro, V. 2013. “Promoting Reading Motivation by Reading Together.” Reading Psychology, 34 (4): 301-335.
• Musti-Rao, S., Hawkins, R., & Barkley, E. (2009). Effects of repeated readings on the oral reading fluency of urban fourth-grade students: implications for practice. Preventing School Failure, 54(1), 12–23. https://www.doi.org/10.3200/PSFL.54.1.12-23
• National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups (NIH Publication No. 00-4754). Washington, DC: National Institute of Child Health and Human Development.
• O’Brien, R. (2001). An overview of the methodological approach of action research. R. Richardson (Ed). Theory and Practice of Action Research. http://www.web.net/~robrien/papers/arfinal.html adresinden erişilmiştir.
• O’Connor, R. E., White, A., & Swanson, H. L. (2007). Repeated reading versus continuous reading: Influences on reading fluency and comprehension. Exceptional Children, 74(1), 31-46. https://www.doi.org/10.1177/001440290707400102
• Rasinski, T. (2003). The fluent reader: Oral reading strategies for building word recognition, fluency and comprehension. New York: Scholastic Professional Books
• Rasinski, T. (2004). Creating fluent readers. Educational Leadership, 61(6), 46–51.
• Rasinski, T. V. (2010). The fluent reader. New York: Scholastic.
• Rasinski, T. V., & Hoffman, J. V. (2003). Oral reading in the school literacy curriculum. Reading Research Quarterly, 38(4), 510–522. https://www.doi.org/10.1598/RRQ.38.4.5
• Rasinski, T. V., Reutzel, C. R., Chard, D., & Linan-Thompson, S. (2011). Reading fluency. In M. L. Kamil, P. D. Pearson, B. Moje ve P. Afflerbach (Eds.), Handbook of reading research, (4th ed.) (pp. 286-319). New York: Routledge.
• Rasinski, T., & Samuels, S. J. (2011). Reading fluency: What it is and what it is not. In S. J. Samuels ve A. E. Farstrup (Eds.), What research has to say about reading instruction (4th ed.) (pp. 94-113). Newark, DE: International Reading Association
• Rasinski, T., Rikli, A., & Johnston, S. (2009). Reading fluency: More than automaticity? More than a concern for the primary grades? Literacy Research and Instruction, 48(4), 350-361. https://www.doi.org/10.1080/19388070802468715
• Rosenberg, M. S. (1986). Error correction during oral reading: a comparisin of three techniques. Learning Disability Quarterly, 9(3), 182-192. https://www.doi.org/10.2307/1510463
• Sağlam, A., Baş, Ö., & Akyol, H. (2020). Kelime tekrar tekniğinin üçüncü sınıf özel yetenekli öğrencilerin akıcı okuma düzeylerine etkisi. Journal of History School, 46, 1605-1629. https://www.doi.org/10.29228/Joh42792
• Serrano, R., & Huang, H. Y. (2018). Learning vocabulary through assisted repeated reading: How much time should there be between repetitions of the same text? Tesol Quarterly, 52(4), 971-994. https://www.doi.org/10.1002/tesq.445
• Somekh, B. (2006). Action research: A methodology for change and development. Maidenhead: Open University Press
• Speece, D. L., & Ritchey, K. D. (2005). A longitudinal study of the development of oral reading fluency in young children at risk for reading failure. Journal of Learning Disabilities, 38(5), 387-399. https://www.doi.org/10.1177/00222194050380050201
• Strickland, W. D., Boon, R. T., & Spencer, V. G. (2013). The effects of repeated reading on the fluency and comprehension skills of elementary-age students with learning disabilities (LD), 2001-2011: A review of research and practice. Learning Disabilities, 11(1), 1-33.
• Sweeney, W. J., Omness, C. K., Janusz, K. L., & Cooper, J. O. (1992). Adult literacy and precision teaching: Repeated readings and see/ cover/ write practice to improve reading and spelling. Journal of Precision Teaching, 9(1), 6-11.
• Tam, K. Y., Heward, W. L., & Heng, M. A. (2006). A reading instruction intervention program for English-language learners who are struggling readers. The Journal of Special Education, 40, 79–93
• Therrien, W. J., & Hughes, C. (2008). Comparison of repeated reading and question generation on students’ reading fluency and comprehension. Learning Disabilities: A Contemporary Journal, 6(1), 1-16.
• Tobin, M., & Hill, E. W. (2012). The development of reading skills in young partially sighted readers. British Journal of Special Education, 39(2), 80-86.
• Topping, K. J., A. Thurston, K. McGavock, & N. Conlin. 2012. “Outcomes and Process in Reading Tutoring.” Educational Research 54 (3): 239–258.
• Topping, K. J., Thurston, A., McGavock, K., & N. Conlin. (2012). Outcomes and process in reading tutoring. Educational Research 54(3), 239–258. https://www.doi.org/10.1080/00131881.2012.710086
• Turna, C., & Güldenoğlu, İ. B. (2019). Investigation of the relationship between phonological decoding and word reading speed and accuracy in developmental perspective. Eğitim ve Bilim, 44(198), 413-433. https://www.doi.org/10.15390/EB.2019.7891
• Uzunkol, E. (2013). Akıcı okuma sürecinde karşılaşılan sorunların tespiti ve giderilmesine yönelik bir durum çalışması. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 9(1), 70-83.
• Vygotsky, L. S. 1978. Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
• Welsch, R. G. (2007). Using experimental analysis to determine interventions for reading fluency and recalls of students with learning disabilities. Learning Disability Quarterly, 30(2), 115– 129. https://www.doi.org/10.2307/30035546
• Whitehead, J., & McNiff, J. (2006). Action research: Living theory. Sage.
• Yıldırım, K., Rasinski, T., & Kaya, D. (2017). 4-8. Sınıflarda türk öğrencilerin bilgi verici metinlerde akıcı okuma ve anlamaları. Eğitim ve Bilim, 42(192), 87-98. https://www.doi.org/10.15390/EB.2017.7318
• Yıldız, M., Yıldırım, K., Ateş, S., Fitzgerald, S., Rasinski, T., & Zimmerman, B. (2014). Components skills underlying reading fluency and their relations with reading comprehension in fifth-grade Turkish students. International Journal of School ve Educational Psychology, 2, 35-44.
• Yılmaz, M. (2008). Kelime tekrar tekniğinin akıcı okuma becerilerini geliştirmeye etkisi. Türk Eğitim Bilimleri Dergisi, 6(2), 323-350.
• Yılmaz, M. ve Kadan, Ö. F. (2019). Okuma güçlüklerini gidermede eşli okuma yönteminin etkisine yönelik bir eylem araştırması. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 8(1), 231-244.
• Zentall, S. S. (2014). Students with mild exceptionalities: Characteristics and applications. London, UK: Sage.
• Zutell, J., & Rasinski, T. V. (1991). Training teachers to attend to their students’ oral reading fluency. Theory Into Practice, 30(3), 211–217. https://www.doi.org/10.1080/00405849109543502