Research Article
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Zihin yetersizliği olan öğrencilere akıcı okuma öğretimi üzerine yapılan araştırmaların incelenmesi

Year 2022, Volume: 5 Issue: 1, 71 - 90, 31.05.2022
https://doi.org/10.33400/kuje.1039438

Abstract

Akıcı okuma, okuduğunu anlama gibi daha üst düzey okuma becerilerinin kazanılması için gerekli bir beceridir. Geçmiş çalışmalar zihin yetersizliği olan öğrenciler için akıcı okuma becerilerinin öğretiminin öncelik olmadığını ve sınıf içi uygulamalarda akıcı okuma öğretimine yönelik uygulamaların yer almadığını göstermiştir. Bu çalışmanın amacı zihin yetersizliği olan öğrencilerin akıcı okuma becerilerini geliştirmeyi amaçlayan bilimsel araştırmaları tespit etmek ve bu araştırmaların betimsel bir incelemesini sunmaktır. Konu ile ilgili literatürde yer alan araştırmaları tespit etmek için EBSCO (Academic Search Ultimate, ERIC, H. W. Wilson, TR Dizin), Web of Science (Social Sciences Citation Index ve Emerging Sources Citation Index) ve Google Akademik veri tabanlarında aramalar yapılmıştır. Akıcı okuma, zihin yetersizliği ve uygulama ile ilgili farklı anahtar kelime kombinasyonları kullanılmıştır. Bu çalışmada belirlenen altı ölçütü karşılayan toplam 14 araştırma makalesi tespit edilmiştir. Bu 14 araştırma makalesi betimsel özellikleri açısından incelenerek bulgular oluşturulmuştur. Bulgular araştırmaların hafif ve orta düzeyde zihin yetersizlikleri bulunan öğrencilerle ve çoğunlukla ilkokul ve ortaokul düzeyinde yapıldığını ortaya koymuştur. Çalışmaların çoğunda tek denekli araştırma desenleri kullanılmıştır. Bulgular ayrıca araştırmalarda yaygın olarak tekrarlı okuma yönteminin kullanıldığını ve bu yöntemin hafif ve orta düzeyde zihin yetersizliği olan öğrencilerin bir dakikada okuduğu doğru kelime sayısını artırma üzerinde etkili olduğunu göstermiştir. Çalışmanın sınırlılıkları ve gelecek çalışmalar için öneriler belirtilmiştir.

References

  • Allor, J. H., Mathes, P. G., Roberts, J. K., Cheatham, J. P., & Al Otaiba, S. (2014). Is scientifically based reading instruction effective for students with below average IQs?. Exceptional Children, 80(3), 287-306. https://doi.org/10.1177/0014402914522208
  • Allor, J. H., Mathes, P. G., Roberts, J. K., Cheatham, J. P., & Champlin, T. M. (2010). Comprehensive reading instruction for students with intellectual disabilities: Findings from the first three years of a longitudinal study. Psychology in the Schools, 47(5), 445-466. https://doi.org/10.1002/pits.20482
  • Allor, J. H., Mathes, P. G., Roberts, J. K., Jones, F. G., & Champlin, T. M. (2010). Teaching students with moderate intellectual disabilities to read: An experimental examination of a comprehensive reading intervention. Education and Training in Autism and Developmental Disabilities, 45(1), 3-22.
  • Başaran, M. (2013). Okuduğunu anlamanın bir göstergesi olarak akıcı okuma. Kuram ve Uygulamada Eğitim Bilimleri, 13(4), 2277-2290. https://doi.org/10.12738/estp.2013.4.1922
  • Bradford, S., Shippen, M. E., Alberto, P., Houchins, D. E., & Flores, M. (2006). Using systematic instruction to teach decoding skills to middle school students with moderate intellectual disabilities. Education and Training in Developmental Disabilities, 41(4), 333-343.
  • Browder, D. M., Wakeman, S. Y., Spooner, F., Ahlgrim-Delzell, L., & Algozzine, B. (2006). Research on reading instruction for individuals with significant cognitive disabilities. Exceptional Children, 72(4), 392-408. https://doi.org/10.1177/001440290607200401
  • Chard, D. J., Vaughn, S., & Tyler, B. J. (2002). A synthesis of research on effective interventions for building reading fluency with elementary students with learning disabilities. Journal of Learning Disabilities, 35(5), 386-406. https://doi.org/10.1177/00222194020350050101
  • Chatenoud, C., Turcotte, C., & Aldama, R. (2020). Effects of three combined reading instruction devices on the reading achievement of adolescents with mild intellectual disability. Education and Training in Autism and Developmental Disabilities, 55(4), 409-423.
  • Copeland, S. R., & Keefe, E. B. (2019). Literacy instruction for all students within general education settings. Research and Practice for Persons with Severe Disabilities, 44(3),143-146. https://doi.org/10.1177/1540796919866011
  • Dessemontet, R. S., Linder, A. L., Martinet, C., & Martini-Willemin, B. M. (2021). A descriptive study on reading instruction provided to students with intellectual disability. Journal of Intellectual Disabilities, 1-19. https://doi.org/10.1177/17446295211016170
  • Ecalle, J., Dujardin, E., Gomes, C., Cros, L., & Magnan, A. (2021). Decoding, fluency and reading comprehension: Examining the nature of their relationships in a large-scale study with first graders. Reading & Writing Quarterly, 37(5), 444-461. https://doi.org/10.1080/10573569.2020.1846007
  • Foorman, B. R., & Torgesen, J. (2001). Critical elements of classroom and small‐group instruction promote reading success in all children. Learning Disabilities Research & Practice, 16(4), 203-212. https://doi.org/10.1111/0938-8982.00020
  • Hua, Y., Hendrickson, J. M., Therrien, W. J., Woods-Groves, S., Ries, P. S., & Shaw, J. J. (2012). Effects of combined reading and question generation on reading fluency and comprehension of three young adults with autism and intellectual disability. Focus on Autism and Other Developmental Disabilities, 27(3), 135-146. https://doi.org/10.1177/1088357612448421
  • Hua, Y., Therrien, W. J., Hendrickson, J. M., Woods-Groves, S., Ries, P. S., & Shaw, J. W. (2012). Effects of combined repeated reading and question generation intervention on young adults with cognitive disabilities. Education and Training in Autism and Developmental Disabilities, 47(1), 72-83.
  • 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://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 & Writing Quarterly, 25(1), 4-32. https://doi.org/10.1080/10573560802491208
  • Hudson, R. F., Torgesen, J. K., Lane, H. B., & Turner, S. J. (2012). Relations among reading skills and sub-skills and text-level reading proficiency in developing readers. Reading and Writing, 25(2), 483-507. https://doi.org/10.1007/s11145-010-9283-6
  • Hurst, M., & Jolivette, K. (2006). Effects of private versus public assessment on the reading fluency of middle school students with mild disabilities. Education and Training in Developmental Disabilities, 41(2) 185-196.
  • Kazdin, A. E. (2011). Single-case research designs: Methods for clinical and applied settings (2nd ed.). New York: Oxford University Press.
  • Kim, M. K., Bryant, D. P., Bryant, B. R., & Park, Y. (2017). A synthesis of interventions for improving oral reading fluency of elementary students with learning disabilities. Preventing School Failure: Alternative Education for Children and Youth, 61(2), 116-125. https://doi.org/10.1080/1045988X.2016.1212321
  • Lai, S. A., Benjamin, R., Schwanenflugel, P. J., & Kuhn, M. R. (2014). The longitudinal relationship between reading fluency and reading comprehension skills in second-grade children. Reading & Writing Quarterly, 30(2), 116-138. https://doi.org/10.1080/10573569.2013.789785
  • 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://doi.org/10.1177/0022219415605194
  • Lemons, C. J., Mrachko, A. A., Kostewicz, D. E., & Paterra, M. F. (2012). Effectiveness of decoding and phonological awareness interventions for children with Down syndrome. Exceptional Children, 79(1), 67-90. https://doi.org/10.1177/001440291207900104
  • Lindström, E. R., & Lemons, C. J. (2021). Teaching reading to students with intellectual and developmental disabilities: An observation study. Research in Developmental Disabilities, 115, 1-15. https://doi.org/10.1016/j.ridd.2021.103990
  • Matzen, K., Ryndak, D., & Nakao, T. (2010). Middle school teams increasing access to general education for students with significant disabilities: Issues encountered and activities observed across contexts. Remedial and Special Education, 31(4), 287-304. https://doi.org/10.1177/0741932508327457
  • Merimee, S. N. (2017). Addressing reading fluency of students with intellectual disabilities using a multiple probe design. Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children, 4(1), 1-20.
  • Meyer, M. S., & Felton, R. H. (1999). Repeated reading to enhance fluency: Old approaches and new directions. Annals of Dyslexia, 49(1), 283-306.
  • National Reading Panel (US), National Institute of Child Health, & Human Development (US). (2000). Report of the national reading panel: 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. National Institute of Child Health and Human Development, National Institutes of Health.
  • Orçan, M., & Özmen, E. R. (2012). Zihinsel yetersizlikten etkilenmiş öğrencilerin okuma hızının artırılmasında sağaltım paketlerinden etkili olanın belirlenmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 13(1), 41-54. https://doi.org/10.1501/Ozlegt_0000000165
  • Paige, D. D., Rasinski, T., Magpuri-Lavell, T., & Smith, G. S. (2014). Interpreting the relationships among prosody, automaticity, accuracy, and silent reading comprehension in secondary students. Journal of Literacy Research, 46(2), 123- 156. https://doi.org/10.1177/1086296X14535170
  • Price, K. W., Meisinger, E. B., Louwerse, M. M., & D’Mello, S. (2016). The contributions of oral and silent reading fluency to reading comprehension. Reading Psychology, 37(2), 167-201. https://doi.org/10.1080/02702711.2015.1025118
  • Roberts, C. A., Leko, M. M., & Wilkerson, K. L. (2013). New directions in reading instruction for adolescents with significant cognitive disabilities. Remedial and Special Education, 34(5), 305-317. https://doi.org/10.1177/0741932513485447
  • Ruppar, A. L. (2015). A preliminary study of the literacy experiences of adolescents with severe disabilities. Remedial and Special Education, 36(4), 235-245. https://doi.org/10.1177/0741932514558095
  • Ryndak, D. L., Ward, T., Alper, S., Montgomery, J. W., & Stroch, J. F. (2010). Long-term outcomes of services for two persons with significant disabilities with differing educational experiences: A qualitative consideration of the impact of educational experiences. Education and Training in Autism and Developmental Disabilities, 45(3), 323-338.
  • Samuels, S. J. (1979). The method of repeated readings. The Reading Teacher, 32(4), 403-408.
  • Sanır, H., Akçayır, I., & Özkubat, U. (2020). Determining the effect of intervention and intervention packages on the reading fluency and comprehension of lower secondary school students with mental retardation. Education and Science, 45(204), 207-225. http://dx.doi.org/10.15390/EB.2020.8828
  • Stevens, M. A., & Burns, M. K. (2021). Practicing keywords to increase reading performance of students with intellectual disability. American Journal on Intellectual and Developmental Disabilities, 126(3), 230-248. https://doi.org/10.1352/1944-7558-126.3.230
  • Strickland, W. D., Boon, R. T., & Mason, L. L. (2020). The use of repeated reading with systematic error correction for elementary students with mild intellectual disability and other comorbid disorders: A systematic replication study. Journal of Developmental and Physical Disabilities, 32(5), 755-774. https://doi.org/10.1007/s10882-019-09718-9
  • 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. https://doi.org/10.1177/07419325040250040801
  • Toews, S. G., & Kurth, J. A. (2019). Literacy instruction in general education settings: A call to action. Research and Practice for Persons with Severe Disabilities, 44(3), 135-142. https://doi.org/10.1177/1540796919855373
  • Wolf, M., & Katzir-Cohen, T. (2001). Reading fluency and its intervention. Scientific Studies of Reading, 5(3), 211-239. https://doi.org/10.1207/S1532799XSSR0503_2
  • Zimmermann, L. M., Reed, D. K., & Aloe, A. M. (2021). A meta-analysis of non repetitive reading fluency interventions for students with reading difficulties. Remedial and Special Education, 42(2), 78-93. https://doi.org/10.1177/0741932519855058

A review of research on reading fluency instruction for students with intellectual disability

Year 2022, Volume: 5 Issue: 1, 71 - 90, 31.05.2022
https://doi.org/10.33400/kuje.1039438

Abstract

Reading fluency is a necessary skill for the acquisition of higher-level reading skills such as reading comprehension. Past studies have shown that teaching reading fluency skill is not a priority for students with intellectual disability (ID) and that there are no practices for teaching reading fluency in classrooms. The purpose of this study is to identify the scientific researches applied to improve the reading fluency skills of students with ID and to present a descriptive analysis of the characteristics of these researches. In order to identify the studies on the topic in the literature, searches were conducted in EBSCO (Academic Search Ultimate, ERIC, H. W. Wilson, TR Index), Web of Science (Social Sciences Citation Index and Emerging Sources Citation Index) and Google Scholar databases. Keywords were used in different combinations related to reading fluency, intellectual disability, and intervention. A total of 14 research articles that met the six criteria determined in this study were identified. Results were created by examining these 14 research articles in terms of their descriptive characteristics. The results revealed that the studies were conducted with students with mild and moderate ID and mostly at elementary and middle school level. Single-case research designs were used in most of the studies. The results also showed that repeated reading method was widely used in studies and that this method was effective in increasing the number of correct words read in one minute by students with mild and moderate ID. Limitations of the study and recommendations for future research were provided

References

  • Allor, J. H., Mathes, P. G., Roberts, J. K., Cheatham, J. P., & Al Otaiba, S. (2014). Is scientifically based reading instruction effective for students with below average IQs?. Exceptional Children, 80(3), 287-306. https://doi.org/10.1177/0014402914522208
  • Allor, J. H., Mathes, P. G., Roberts, J. K., Cheatham, J. P., & Champlin, T. M. (2010). Comprehensive reading instruction for students with intellectual disabilities: Findings from the first three years of a longitudinal study. Psychology in the Schools, 47(5), 445-466. https://doi.org/10.1002/pits.20482
  • Allor, J. H., Mathes, P. G., Roberts, J. K., Jones, F. G., & Champlin, T. M. (2010). Teaching students with moderate intellectual disabilities to read: An experimental examination of a comprehensive reading intervention. Education and Training in Autism and Developmental Disabilities, 45(1), 3-22.
  • Başaran, M. (2013). Okuduğunu anlamanın bir göstergesi olarak akıcı okuma. Kuram ve Uygulamada Eğitim Bilimleri, 13(4), 2277-2290. https://doi.org/10.12738/estp.2013.4.1922
  • Bradford, S., Shippen, M. E., Alberto, P., Houchins, D. E., & Flores, M. (2006). Using systematic instruction to teach decoding skills to middle school students with moderate intellectual disabilities. Education and Training in Developmental Disabilities, 41(4), 333-343.
  • Browder, D. M., Wakeman, S. Y., Spooner, F., Ahlgrim-Delzell, L., & Algozzine, B. (2006). Research on reading instruction for individuals with significant cognitive disabilities. Exceptional Children, 72(4), 392-408. https://doi.org/10.1177/001440290607200401
  • Chard, D. J., Vaughn, S., & Tyler, B. J. (2002). A synthesis of research on effective interventions for building reading fluency with elementary students with learning disabilities. Journal of Learning Disabilities, 35(5), 386-406. https://doi.org/10.1177/00222194020350050101
  • Chatenoud, C., Turcotte, C., & Aldama, R. (2020). Effects of three combined reading instruction devices on the reading achievement of adolescents with mild intellectual disability. Education and Training in Autism and Developmental Disabilities, 55(4), 409-423.
  • Copeland, S. R., & Keefe, E. B. (2019). Literacy instruction for all students within general education settings. Research and Practice for Persons with Severe Disabilities, 44(3),143-146. https://doi.org/10.1177/1540796919866011
  • Dessemontet, R. S., Linder, A. L., Martinet, C., & Martini-Willemin, B. M. (2021). A descriptive study on reading instruction provided to students with intellectual disability. Journal of Intellectual Disabilities, 1-19. https://doi.org/10.1177/17446295211016170
  • Ecalle, J., Dujardin, E., Gomes, C., Cros, L., & Magnan, A. (2021). Decoding, fluency and reading comprehension: Examining the nature of their relationships in a large-scale study with first graders. Reading & Writing Quarterly, 37(5), 444-461. https://doi.org/10.1080/10573569.2020.1846007
  • Foorman, B. R., & Torgesen, J. (2001). Critical elements of classroom and small‐group instruction promote reading success in all children. Learning Disabilities Research & Practice, 16(4), 203-212. https://doi.org/10.1111/0938-8982.00020
  • Hua, Y., Hendrickson, J. M., Therrien, W. J., Woods-Groves, S., Ries, P. S., & Shaw, J. J. (2012). Effects of combined reading and question generation on reading fluency and comprehension of three young adults with autism and intellectual disability. Focus on Autism and Other Developmental Disabilities, 27(3), 135-146. https://doi.org/10.1177/1088357612448421
  • Hua, Y., Therrien, W. J., Hendrickson, J. M., Woods-Groves, S., Ries, P. S., & Shaw, J. W. (2012). Effects of combined repeated reading and question generation intervention on young adults with cognitive disabilities. Education and Training in Autism and Developmental Disabilities, 47(1), 72-83.
  • 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://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 & Writing Quarterly, 25(1), 4-32. https://doi.org/10.1080/10573560802491208
  • Hudson, R. F., Torgesen, J. K., Lane, H. B., & Turner, S. J. (2012). Relations among reading skills and sub-skills and text-level reading proficiency in developing readers. Reading and Writing, 25(2), 483-507. https://doi.org/10.1007/s11145-010-9283-6
  • Hurst, M., & Jolivette, K. (2006). Effects of private versus public assessment on the reading fluency of middle school students with mild disabilities. Education and Training in Developmental Disabilities, 41(2) 185-196.
  • Kazdin, A. E. (2011). Single-case research designs: Methods for clinical and applied settings (2nd ed.). New York: Oxford University Press.
  • Kim, M. K., Bryant, D. P., Bryant, B. R., & Park, Y. (2017). A synthesis of interventions for improving oral reading fluency of elementary students with learning disabilities. Preventing School Failure: Alternative Education for Children and Youth, 61(2), 116-125. https://doi.org/10.1080/1045988X.2016.1212321
  • Lai, S. A., Benjamin, R., Schwanenflugel, P. J., & Kuhn, M. R. (2014). The longitudinal relationship between reading fluency and reading comprehension skills in second-grade children. Reading & Writing Quarterly, 30(2), 116-138. https://doi.org/10.1080/10573569.2013.789785
  • 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://doi.org/10.1177/0022219415605194
  • Lemons, C. J., Mrachko, A. A., Kostewicz, D. E., & Paterra, M. F. (2012). Effectiveness of decoding and phonological awareness interventions for children with Down syndrome. Exceptional Children, 79(1), 67-90. https://doi.org/10.1177/001440291207900104
  • Lindström, E. R., & Lemons, C. J. (2021). Teaching reading to students with intellectual and developmental disabilities: An observation study. Research in Developmental Disabilities, 115, 1-15. https://doi.org/10.1016/j.ridd.2021.103990
  • Matzen, K., Ryndak, D., & Nakao, T. (2010). Middle school teams increasing access to general education for students with significant disabilities: Issues encountered and activities observed across contexts. Remedial and Special Education, 31(4), 287-304. https://doi.org/10.1177/0741932508327457
  • Merimee, S. N. (2017). Addressing reading fluency of students with intellectual disabilities using a multiple probe design. Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children, 4(1), 1-20.
  • Meyer, M. S., & Felton, R. H. (1999). Repeated reading to enhance fluency: Old approaches and new directions. Annals of Dyslexia, 49(1), 283-306.
  • National Reading Panel (US), National Institute of Child Health, & Human Development (US). (2000). Report of the national reading panel: 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. National Institute of Child Health and Human Development, National Institutes of Health.
  • Orçan, M., & Özmen, E. R. (2012). Zihinsel yetersizlikten etkilenmiş öğrencilerin okuma hızının artırılmasında sağaltım paketlerinden etkili olanın belirlenmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 13(1), 41-54. https://doi.org/10.1501/Ozlegt_0000000165
  • Paige, D. D., Rasinski, T., Magpuri-Lavell, T., & Smith, G. S. (2014). Interpreting the relationships among prosody, automaticity, accuracy, and silent reading comprehension in secondary students. Journal of Literacy Research, 46(2), 123- 156. https://doi.org/10.1177/1086296X14535170
  • Price, K. W., Meisinger, E. B., Louwerse, M. M., & D’Mello, S. (2016). The contributions of oral and silent reading fluency to reading comprehension. Reading Psychology, 37(2), 167-201. https://doi.org/10.1080/02702711.2015.1025118
  • Roberts, C. A., Leko, M. M., & Wilkerson, K. L. (2013). New directions in reading instruction for adolescents with significant cognitive disabilities. Remedial and Special Education, 34(5), 305-317. https://doi.org/10.1177/0741932513485447
  • Ruppar, A. L. (2015). A preliminary study of the literacy experiences of adolescents with severe disabilities. Remedial and Special Education, 36(4), 235-245. https://doi.org/10.1177/0741932514558095
  • Ryndak, D. L., Ward, T., Alper, S., Montgomery, J. W., & Stroch, J. F. (2010). Long-term outcomes of services for two persons with significant disabilities with differing educational experiences: A qualitative consideration of the impact of educational experiences. Education and Training in Autism and Developmental Disabilities, 45(3), 323-338.
  • Samuels, S. J. (1979). The method of repeated readings. The Reading Teacher, 32(4), 403-408.
  • Sanır, H., Akçayır, I., & Özkubat, U. (2020). Determining the effect of intervention and intervention packages on the reading fluency and comprehension of lower secondary school students with mental retardation. Education and Science, 45(204), 207-225. http://dx.doi.org/10.15390/EB.2020.8828
  • Stevens, M. A., & Burns, M. K. (2021). Practicing keywords to increase reading performance of students with intellectual disability. American Journal on Intellectual and Developmental Disabilities, 126(3), 230-248. https://doi.org/10.1352/1944-7558-126.3.230
  • Strickland, W. D., Boon, R. T., & Mason, L. L. (2020). The use of repeated reading with systematic error correction for elementary students with mild intellectual disability and other comorbid disorders: A systematic replication study. Journal of Developmental and Physical Disabilities, 32(5), 755-774. https://doi.org/10.1007/s10882-019-09718-9
  • 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. https://doi.org/10.1177/07419325040250040801
  • Toews, S. G., & Kurth, J. A. (2019). Literacy instruction in general education settings: A call to action. Research and Practice for Persons with Severe Disabilities, 44(3), 135-142. https://doi.org/10.1177/1540796919855373
  • Wolf, M., & Katzir-Cohen, T. (2001). Reading fluency and its intervention. Scientific Studies of Reading, 5(3), 211-239. https://doi.org/10.1207/S1532799XSSR0503_2
  • Zimmermann, L. M., Reed, D. K., & Aloe, A. M. (2021). A meta-analysis of non repetitive reading fluency interventions for students with reading difficulties. Remedial and Special Education, 42(2), 78-93. https://doi.org/10.1177/0741932519855058
There are 42 citations in total.

Details

Primary Language Turkish
Subjects Special Education and Disabled Education
Journal Section Articles
Authors

Kemal Afacan 0000-0002-2691-6397

Publication Date May 31, 2022
Submission Date December 21, 2021
Published in Issue Year 2022 Volume: 5 Issue: 1

Cite

APA Afacan, K. (2022). Zihin yetersizliği olan öğrencilere akıcı okuma öğretimi üzerine yapılan araştırmaların incelenmesi. Kocaeli Üniversitesi Eğitim Dergisi, 5(1), 71-90. https://doi.org/10.33400/kuje.1039438



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