Conducting and Evaluating Reading Development Studies on A Student With Fluency Reading Problems

Year 2021, , 121 - 160, 27.04.2021

Cengiz Kesik , Meliha Efe Kesik

https://doi.org/10.31464/jlere.898499

Abstract

Bu araştırmada akıcı okuma probleminin giderilmesinde kullanılan birden fazla akıcı okuma yöntem ve tekniğinin (tekrarlı okuma, mırıltılı okuma, kafiyeli okuma, sesli okuma ve görme yelpazesini genişletme) etkisini belirlemek amaçlanmıştır. Araştırmada birden fazla akıcı okuma yöntem ve tekniğinin bir öğrencinin kelime tanıma düzeyi, okuduğunu anlama düzeyi, okuma hızı, kelime tanıma yüzdesi ve prozodisini geliştirmedeki etkisi belirlenmeye çalışılmıştır. Araştırmanın amacı doğrultusunda nicel araştırma yöntemlerinden tek denekli araştırma yöntemi kullanılmıştır. Amaçlı örnekleme yöntemlerinden ölçüt örnekleme yönteminin kullanıldığı araştırmada, akıcı okuma sorunu olduğu tespit edilen beşinci sınıf öğrencisi ile çalışma yapılmıştır. Araştırmada Akyol’un (2003) Ekwall ve Sahanker’den (1988) uyarladığı “Yanlış Analizi Envanteri”, Yıldırım, Yıldız ve Ateş’in (2009) Zutell ve Rasinski’den (1991) uyarladığı “Okuma Prozodisi Rubriği” ve Akyol, Rasinski, Yıldırım, Ateş ve Çetinkaya’nın (2014) Rasinski ve Padak’tan (2005) uyarladığı “Okuduğunu Anlatmayla Okuduğunu Anlamayı Değerlendirme Rubriği” öğrenciye araştırma öncesi ve sonrası uygulanmıştır. Araştırma birer gün arayla okul kütüphanesinde belirlenen saatlerde bir ders saati süresince belirlenen akıcı okuma yöntem ve teknikleriyle akıcı okuma çalışmaları yapmak amacıyla 15 ders saati yapılmıştır. Araştırmanın verileri betimsel istatistiklerle analiz edilmiştir. Araştırmada çalışma yapılan öğrencinin kelime tanıma düzeyi ve okuduğunu anlama düzeyinde matematiksel olarak bir ilerleme olsa da öğrenci serbest düzeye geçemeyip endişe düzeyinde kalmıştır. Araştırmada akıcı okuma sorunun giderilmesinde kullanılan birden fazla akıcı okuma yöntem ve tekniğinin öğrencinin okuma hızı, kelime tanıma yüzdesi ve prozodisinde matematiksel olarak ilerleme sağlamada ve öğrencide görülen bazı okuma hatalarını azaltmada etkili olduğu sonucuna ulaşılmıştır.

Keywords

Akıcı okuma, Kelime tanıma, Okuma hızı, Okuduğunu anlama, Prozodi

Conducting and Evaluating Reading Development Studies on A Student With Fluency Reading Problems

Abstract

This study aimed to determine the effect of more than one fluent reading method and technique (repetitive reading, mumble reading, rhyming reading, reading aloud, and widening the visual spectrum) to overcome the fluent reading problem. The study tried to determine the effect of more than one fluent reading method and technique on improving a student's word recognition level, reading comprehension level, reading speed, word recognition percentage, and prosody. In line with the research's purpose, the single-subject research method, one of the quantitative research methods, was used. In the study in which the criterion sampling method, one of the purposeful sampling methods, was used, a study was conducted with a fifth-grade student who was found to have a fluent reading problem. In the study, Akyol's (2003) "Mistake Analysis Inventory" adapted from Ekwall and Sahanker (1988), "Reading Prozody Rubric" adapted by Yıldırım, Yıldız, and Ateş (2009) from Zutell and Rasinski (1991) and Akyol, Rasinski The “Rubric of Evaluating Reading Comprehension by Explaining Reading” adapted by Yıldırım, Ateş, and Çetinkaya (2014) from Rasinski and Padak (2005) was applied to the student before and after the research. The research was carried out to do fluent reading studies for 15 lesson hours with fluent reading methods and techniques determined in the school library at one-day intervals during one lesson. The data of the research were analyzed with descriptive statistics. Although there was a mathematical improvement in the word recognition level and reading comprehension level of the student studied in the study, the student could not reach the free level and remained at the level of anxiety. The study concluded that more than one fluent reading method and technique used to solve the fluent reading problem was effective in providing mathematical progress in the student's reading speed, word recognition percentage, and prosody and in reducing some reading errors observed in the student.

Keywords

Fluent reading, Word recognition, Reading speed, Reading comprehension, Prosody

References

• Akyol, H. (2011). Turkish first reading and writing teaching (10th edition). Ankara: Pegem Akademi Publishing.
• Akyol, H., Rasinski, T.V., Yıldırım, K., Ateş, S. & Çetinkaya, Ç. (2014). Evaluating reading. Ankara: Pegem Akademi Publishing.
• Akyol, H. & Sever, E. (2019). Literacy difficulty and action research: a second-grade example. Hacettepe University Journal of Faculty of Education, 34(3), 685-707.
• Akyol, H. & Ketenoğlu Kayabaşı, Z. E. (2018). Improving the reading skills of a student with reading disabilities: an activity research. Education and Science, 43(193), 143-158.
• Akyol, H. & Kodan, H. (2016). Practice intended to overcome reading disabilities: the use of fluent reading strategies. Ondokuz Mayıs University Journal of Faculty of Education, 35(2), 7-21.
• Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö.E., Karadeniz, Ş. & Demirel, F. (2018). Scientific research methods. Ankara: Pegem Akademi Publishing
• Çayır, A. & Balcı, E. (2017). The effect of an individualized reading program on the reading skills of an elementary school student at risk of dyslexia. International Journal of Turkish Literature Culture Education, 6(1), 455-470.
• Coşkun, C. & Çeçen, M. (2012). Fast and comprehendingly reading technique. Istanbul: BS Publication Printing Distribution
• Çeliktürk Sezgin, Z. & Akyol, H. (2015). Improving the reading skills of fourth-grade students with reading disabilities. Turkish Journal of Education, 4(2).
• Duran, E. & Bitir, T. (2020). Reading education (2nd edition). Ankara: Vizetek Publishing.
• Duran, E. & Sezgin, B. (2012). The effect of the guided reading method on fluent reading. Journal of Gazi Educational Faculty, 32(3), 633-655.
• Ekwall, E. E. & Shanker, J. L. (1988). Diagnosis and Remedation of the Disabled Reader. (Third Edition). Allyn and Bacon Inc. (p.403-415).
• Erbasan, Ö. & Sağlam, A. (2020). Improving reading skills of homeschooling students with reading disabilities. Journal of Basic Education, 2(1), 14-25.
• Güneş, F. (2017). Turkish teaching approaches and models (5th edition). Ankara: Pegem Akademi Publishing.
• Gürkaner, M. & Güven, S. (2020). Examination of graduate theses on reading fluently performed at primary school level in Turkey. Nevşehir Hacı Bektaş Veli Universirty Journal of SBE, 10(1), 347-363.
• Karasakaloğlu, N. & Saraçlı Çelik, S. (2018). The contribution of the guided reading method to primary school students' listening comprehension levels and their fluent reading skills. Turkish Studies, 13 (19), 1083-1100.
• Kanık Uysal, P. & Akyol, H. (2019). Reading disabilities and overcoming it: activity research. Education and Science, 44(198), 17-35.
• Kardaş İşler, N. & Şahin, A.E. (2016) Reading disorder and comprehension difficulty of a primary school 4th-grade student: a case study. Journal of Mother Tongue Education, 4(2), 174-186.
• Kuruoğlu, G. & Şen, N. (2019). The effect of accelerated reading education for secondary school students with reading disabilities. Journal of Buca Educational Faculty, 47, 36-45.
• Özbay, M. (2007). Turkish special teaching methods II. Ankara: Öncü Kitap
• Rasinski, T. V. & Padak, N. (2005). 3-minute reading assessment (Grade 1-4): Word recognation, fluency comprehension. NY, New York: Scholastic Inc.
• Sağlam, A., Baş, Ö. & Akyol, H. (2020). The effect of word repetition technique on the fluent reading levels of third-grade gifted students. Journal of History School, 46, 1605-1629.
• Samuels, S. Jay. (1997). The method of repeated readins. The Reading Teacher, 50, 376-381.
• Sidekli, S. & Yangın, S. (2005). A practice aimed at improving the reading skills of students with reading disabilities. Atatürk University Journal Of Kazım Karabekir Educational Faculty, (41), 82-100.
• Sözen, N. & Akyol, H. (2018). Guided reading method: activity research. Turkish Studies, 13(19), 1633-1658.
• Ünalan, Ş. (2006). Turkish Education. Ankara: Nobel Publishing.
• Yamaç, A. (2014). A practice aimed at increasing the reading fluency of a primary school fourth-grade student. K.U. Kastamonu Education Journal, 23 (2),631-644.
• Zutell, J. & Rasinski, T.V. (1991). Training teachers to attend to their students oral reading fluency. Theory into Practice, 30, 211-217.