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Abstract

In this research, elementary school classroom teachers’ knowledge regarding teaching reading fluency was examined. A total of 195 elementary school classroom teacher constituted research sample. The study was used a questionnaire with open-ended questions to obtain teachers’ knowledge about teaching reading fluency. The teachers’ responds were assessed according to a rubric developed by the researchers of this study. The research findings showed that the teachers in this study had lack of content, pedagogic, and pedagogic content knowledge in relation to teaching reading fluency skills. Particularly, the teachers’ knowledge regarding how to improve reading fluency skills and assessment of reading fluency skills were insufficient. And also, most of teachers had misconceptions about definition of reading fluency. These conclusions drawn from the study were argued in the light of scientific literature and it was given some recommendations to shed light on possible solutions for filling the gap in this area.

Keywords

• Teacher, Reading Instruction, Reading Fluency.

Akıcı Okumaya Yönelik Öğretmen Bilgisi, Teacher Knowledge on Reading Fluency

Abstract



Bu araştırmada sınıf öğretmenlerinin akıcı okumaya yönelik öğretmen bilgileri incelenmeye çalışılmıştır. Araştırmanın çalışma grubunu toplam 195 sınıf öğretmeni oluşturmuştur. Sınıf öğretmenlerinin akıcı okumaya yönelik bilgileri açık uçlu sorulardan oluşan anket formu ile toplanmış ve sınıf öğretmenlerinin verdikleri cevaplar araştırmacılar tarafından geliştirilen dereceli puanlama anahtarına göre değerlendirilmiştir. Elde edilen bulgular çalışmaya katılan sınıf öğretmenlerinin akıcı okuma konusuna yönelik öğretmenlik bilgilerinin alan, pedagojik ve pedagojik alan bilgisi açısından yeterli olmadığını göstermiştir. Elde edilen bulgular literatür doğrultusunda tartışılmış ve yapıcı çözüm önerilerinde bulunulmaya çalışılmıştır.

 

 

In this research, elementary school classroom teachers' knowledge regarding teaching reading fluency was examined. A total of 195 elementary school classroom teacher constituted research sample. The study was used a questionnaire with open-ended questions to obtain teachers' knowledge about teaching reading fluency. The teachers' responds were assessed according to a rubric developed by the researchers of this study. The research findings showed that the teachers in this study had lack of content, pedagogic, and pedagogic content knowledge in relation to teaching reading fluency skills. These conclusions drawn from the study were argued in the light of scientific literature and it was given some recommendations to shed light on possible solutions for filling the gap in this area.

 

 

Keywords

• Öğretmen, Okuma Eğitimi, Akıcı Okuma.

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