Improving Reading Comprehension and Fluency in an Intellectually Disabled Student: A Case Study

Year 2024, Erken Görünüm, 1 - 17

Özgül Güler Bülbül

https://doi.org/10.21565/ozelegitimdergisi.1431052

Abstract

Introduction: We can quickly access information in the modern world. Therefore, it is critical to concurrently improve reading fluency and comprehension skills. Techniques used to improve reading fluency can be categorized into two groups: skill-and performance-based. Interventional techniques used before, during, and after reading reportedly improve reading comprehension skills. This study aimed to determine the effectiveness of a series of interventions that combine skill and performance-based reading fluency techniques with reading comprehension techniques used during and after reading in improving reading fluency and comprehension skills of an intellectually disabled student. The uniqueness of this study is that it focuses on a child with intellectual disability, and it combines fluent reading and reading comprehension techniques.
Method: This was a case study featuring a 13 year old male student enrolled in the sixth grade of a middle school who received interventions in a special education class for mild intellectual disability in Turkey. The intervention series was applied in ten sessions
Findings: As a result of the interventions, there was a decrease in the number of misread words and increase in the number of correctly read words and reading comprehension level compared to the baseline values. The student maintained the acquisitions he gained during the intervention and in the following weeks.
Discussion: In conclusion, the intervention package developed for an intellectual disability student was effective in improving and maintaining the student's reading fluency and reading comprehension skills. Further studies with larger samples are needed to test the generalizability of the results.

Keywords

reading comprehension, reading fluency, reading intervention, case study, intellectual disability, intervention package

Zihinsel Engelli Bir Öğrencide Okuduğunu Anlama ve Akıcılığın Geliştirilmesi: Bir Vaka Çalışması

Abstract

Giriş: Modern dünyada bilgiye hızla ulaşabiliyoruz. Bu nedenle akıcı okuma ve anlama becerilerinin eş zamanlı olarak geliştirilmesi oldukça önemlidir. Akıcı okumayı geliştirmek için kullanılan teknikler iki gruba ayrılabilir: beceriye dayalı ve performansa dayalı. Okuma öncesinde, sırasında ve sonrasında kullanılan müdahale tekniklerinin de okuduğunu anlama becerilerini geliştirdiği bildirilmektedir. Bu çalışma, zihinsel engelli bir öğrencinin okuma akıcılığını ve anlama becerilerini geliştirmede beceri ve performansa dayalı akıcı okuma tekniklerini okuma sırasında ve sonrasında kullanılan okuduğunu anlama teknikleriyle birleştiren bir dizi müdahalenin etkililiğini belirlemeyi amaçlamıştır. Bu çalışmanın özgünlüğü, zihinsel engelli bir çocuğa odaklanması ve akıcı okuma ile okuduğunu anlama tekniklerini birleştirmesidir.
Yöntem: Bu vaka çalışmada, Türkiye’de bir ortaokulun altıncı sınıfında öğrenim gören ve özel eğitim sınıfında eğitim alan hafif düzeyde zihinsel engeli olan 13 yaşında bir erkek öğrenci yer aldı. Müdahale serisi on oturumda uygulandı.
Bulgular: Yapılan müdahaleler sonucunda başlama düzeyine göre yanlış okunan kelime sayısında azalma, doğru okunan kelime sayısında ve okuduğunu anlama düzeyinde artış görülmüştür. Öğrenci uygulama sırasında ve sonraki haftalarda kazanımlarını sürdürmüştür.
Tartışma: Sonuç olarak, zihinsel engelli bir öğrenciye yönelik geliştirilen müdahale paketi, öğrencinin akıcı okuma ve okuduğunu anlama becerilerini geliştirmede ve sürdürmede etkili olmuştur. Sonuçların genellenebilirliğini test etmek için ileride daha büyük örneklemlerle yapılacak çalışmalara ihtiyaç vardır.

Keywords

Okuduğunu anlama, akıcı okuma, okumaya müdahale, vaka çalışması, zihinsel engellilik, müdahale paketi

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