BibTex RIS Kaynak Göster

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Yıl 2013, Cilt: 9 Sayı: 1, 70 - 83, 23.04.2013

Ebru Uzunkol

Öz

A Case Study for Identifying and Overcoming the Problems Encountered During the Fluent Reading Process. This research aims to specify the mistakes of a third grade elementary school student who has a reading disability within a reading period and perform practices to correct these mistakes. This study has been conducted according to a holistic single case descriptive study approach. On the data acquisition level, we benefitted from the Error Analysis Inventory adapted by Akyol (2010) and created by Harris and Sipay (1990), Ekwall and Shanker (1988) and May (1986) and a video recording. Word drills, echo reading, repeated reading, shared reading and paired reading strategies were applied. Before starting the study it had been observed that the student reads quite slowly and tends to spell out, has a reading level of anxious. At the end of the study, the student’s word recognition level (94%) and comprehension level (83%) were evaluated by “Error Analysis Inventory”. As a result the student’s reading level incareased to instructional level.

Anahtar Kelimeler

Reading fluent reading reading disability.

Kaynakça

  • Akyol, H. (1994). Kelime tanima ve okumaya etkisi. Çağdaş Eğitim. 677–684.
  • Akyol, H. (2006). Türkçe ilk okuma yazma öğretimi. Ankara: PegemA Yayıncılık.
  • Akyol, H. (2010). Türkçe öğretim yöntemleri (3. Baskı). Ankara: PegemA Yayıncılık.
  • Alderson, J. C. (2005). Assessing reading. Cambridge: Cambridge Universty Press.
  • Bender, W.N. & Larkin, M.J. (2003). Reading strategies for elemantery students with reading difficulties. California: Corwin Press.
  • Breznitz, Z. (2006). Fluency in reading: Synchronization of processes. New Jersey: Lawrence Erlbaum Associates.
  • Burns, M. S., Griffin, P & Snow, C. E. (1999). Starting out right: A guide to promoting children’s reading success. Washington: National Academies Press.
  • Caudil-Hansen, K. J. (2009). Readers’ theater as a strategy to increase comprehension and fluency in sixth grade students, Doctoral Dissertation, Walden University.
  • Çaycı, B. ve Demir, M. K. (2006). Okuma ve anlama sorunu olan öğrenciler üzerine karşilaştirmali bir çalişma. Türk Eğitim Bilimleri Dergisi, 4(4), 437-458.
  • Daly, E. J., Chafouleas, S. & Skinner, C. H. (2005). Interventions for reading problems: Designing and evaluating effective strategies. New York: The Guilford Press.
  • Dağ, N. (2010). Okuma güçlüğünün giderilmesinde 3p metodu ile boşluk tamamlama (cloze) tekniğinin kullanimi üzerine bir çalişma. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 11(1), 63-74.
  • Dovowan, H. & Ellis, M. (2005). Paired reading: More than an evening of entertainment. The Reading Teacher, 59(2), 174-177.
  • Ekiz, D., Erdoğan, T. ve Uzuner, F. G. (2011). Okuma güçlüğü olan bir öğrencinin okuma becerisinin geliştirilmesine yönelik bir aksiyon araştirmasi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 11(2), 111-131.
  • Ellis, W. A. (2009). The Impact of C-PEC (choral reading, partner reading, echo reading and performance of text) on third grade fluency and comprehension development. Doctoral Dissertation, University of Memphis.
  • Fuchs, L. S., Fuchs, D., Hosp, M. K. & Jenkins, J. R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5(3), 239-256.
  • Glazer, A. D. (2007). The effects of a skill based intervention package including repeated reading and error correction on the oral reading fluency of at risk readers. Master Thesis, University of Connecticut.
  • Gunning, T. G. (2000). Creating literacy instruction for all students. Boston: Allyn and Bacon.
  • Güneş, F. (2000). Uygulamalı okuma yazma öğretimi. Ankara: Ocak Yayınları.
  • Güneş, F. (2007). Ses temelli cümle yöntemi ve zihinsel yapilandirma. Ankara: Nobel Yayın-Dağıtım.
  • Herberg, J., McLoughlin, 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).
  • Homan, S. P., Klesius, J. P. & Hite, C. (1993). Effects of repeated readings and nonrepeated strategies on students' fluency and comprehension. The Journal of Educational Research, 87 (2), 94-99.
  • Hubhard, H. (2009). Readers theater: A means to improving the reading fluency rates of second and third grade students with learning disabilities. Master Thesis, The California State University.
  • Jeon, E. H. (2009). Effecets of repeated reading on L2 reading fluency and comprehension. Doctoral Dissertation, Northern Arizona University.
  • Kato, S. (2012). Bridging theory and practice: Developing lower-level skills in L2 reading. The Language Learning Journal, 40 (2), 193-206.
  • Kuhn, M. R. & Schwanenflugel, P. J. (2008). Fluency in the Classroom. New York: The Guilford Press. Kuhn, M. R. & Stahl, S. S. (2004). Fluency: A review of developmental and remedial practice. In R. B. Ruddell & N. J. Unrau (Eds.), Theoretical models and processes of reading, international reading association (ss.412-453). Newark: International Reading Association.
  • Lerner, J. (2000). Learning disabilities: Theories, diagnosis, and teaching strategies (8th ed.). Boston: Houghton Mifflin.
  • MacDonald, P. (2010). Paired reading: A structured approach to raising attainmenti in literacy. Support Learning, 25 (1), 15-23.
  • McLoughlin, A. (2010). Shared reading, guided reading and the specialist dyslexia lesson. Dyslexia Review, 21 (2), 4-6.
  • Meyer, M.S. & Felton, R. (1999). Repeated reading to enhance fluency: Old approaches and new directions. Annals of Dyslexia, 49, 283-306.
  • Minskoff,, E.(2005). Teaching reading to struggling learners. Greeley: Brokes Publishing.
  • Moran, K.J.K. (2006). Nurturing emergent readers through readers theater. Early Childhood Education Journal, 33(5), 317-323.
  • Nunez, L. D. (2009). An analysis of the relationship of reading fluency, comprehension, and word recognition to student achievement. Doctoral Dissertation, Tarleton State University.
  • 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.
  • Rashotte, C. A. & Torgesen, J. A. (1985). Repeated reading and reading fluency in learning disabled children. Reading Research Quarterly, 2 (2), 180-188.
  • Rasinski, T. V. (1990). Effects of repeated reading and listening while reading on reading fluency. The Journal of Educational Research, 83 (3), 147-150.
  • Rasinski, T. V. (2003). The fluent reader: Oral reading strategies for building word recognition, fluency, and comprehension. New York: Scholastic.
  • Reutzel, D. R. & Cooter, R. B. (1996). Teaching children to read: From basals to books. Colombus: Merrill-Prentice Hall Publishing Company.
  • Roundy, A. R. & Roundy, T. R. (2009). The effect of repeated reading on student fluency: Does practice always make perfect?. International Journal of Human and Social Sciences, 4 (1), 54-59.
  • Samuels, S. J. (1979). The method of repeated readings. The Reading Teacher, 32 (4), 403-408.
  • Sidekli, S. ve Yangın, S. (2005). Okuma güçlüğü olan öğrencilerin okuma becerilerinin geliştirilmesine yönelik bir uygulama. Kazım Karabekir Eğitim Fakültesi Dergisi, 11.
  • Speece, D. L., Ritchey, K. D., Silverman, K., Schatschneider, C., Walker, C. Y. & Andrusik, K. N. (2010). Identifying children in middle childhood who are at risk for reading problems. School Psychology Review, Volume, 39.(2), 258–276.
  • 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.
  • Therrien, W. J. & Kubina, R. M. (2006). Developing reading fluency with repeated reading. Intervention in School and Clinic, 41 (3), 156-160.
  • Wise, J.C., Sevcik, R. A., Morris, R.D., Lowett, M. W., Wolf, M., Kuhn, M., Meisinger, B. & Schwanenflugel, P. (2010). The relationship between different measures of oral reading fluency and reading comprehension in second-grade students who evidence different oral reading fluency difficulties. Language, Speech, and Hearıng Servıces in Schools, 40, 340–348.
  • Yıldırım, A. ve Şimşek, H. (2005). Sosyal bilimlerde nitel araştirma yöntemleri. Ankara: Seçkin Yayıncılık.
  • Yılmaz, M. (2006). İlköğretim 3. Sınıf öğrencilerinin sesli okuma hatalarini düzeltmede ve okuduğunu anlama becerilerini geliştirmede tekrarli okuma yönteminin etkisi. Yayınlanmamış Doktora Tezi, Gazi Üniversitesi, Ankara.
  • Yılmaz, M. (2008). Kelime tekrar tekniğinin akici okuma becerilerini geliştirmeye etkisi. Türk Eğitim Bilimleri Dergisi, 6(2), 323-350.
  • Young, C. & Rasinki, T. (2009). Implementing readers’ theatre as an approach to classroom fluency instruction. The Reading Teacher, 63(1), 4–13.
  • Yüksel, A. (2010). Okuma güçlüğü çeken bir öğrencinin okuma becerisinin geliştirilmesine yönelik bir çalişma. Kuramsal Eğitimbilim, 3(1), 124-134.

Akıcı Okuma Sürecinde Karşılaşılan Sorunların Tespiti ve Giderilmesine Yönelik Bir Durum Çalışması

Yıl 2013, Cilt: 9 Sayı: 1, 70 - 83, 23.04.2013

Ebru Uzunkol

Öz

Bu çalışmada, fiziksel ve zihinsel bir sorunu olmamasına rağmen okuma güçlüğü çeken bir ilköğretim üçüncü sınıf öğrencisinin okuma sürecinde sergilediği hataların belirlenmesi ve bu hataların giderilmesine yönelik uygulamalar yapılması amaçlanmıştır.

Araştırma, durum çalışması desenlerinden “bütüncül tek durum deseni”nde yürütülmüştür. Verilerin toplanması aşamasında öğrencinin okuma düzeyinin belirlenmesi için kullanılan metinlerden, Akyol (2010) tarafından Haris ve Sipay (1990), Ekwall ve Shanker (1988) ve May (1986)’dan uyarlanan “Yanlış Analiz Envanteri”nden ve video kayıtlarından yararlanılmıştır. Araştırmanın amacına uygun olarak okuma güçlüğü çeken bir üçüncü sınıf öğrencisiyle; kelime tekrar, eko okuma, tekrarlı okuma, paylaşarak okuma, eşli okuma stratejileri kullanılarak toplam 32 saat çalışılmıştır.

Çalışmaya başlamadan önce öğrencinin oldukça yavaş ve heceleyerek okuduğu, atlama, tekrar, yanlış okuma, ekleme hataları yaptığı ve okuma düzeyinin endişe düzeyinde olduğu gözlemlenmiştir. Yürütülen uygulamalar sonucunda, F.D.’nin kelime tanıma düzeyi (%94) ile okuduğunu anlama düzeyi (%83) “Yanlış Analiz Envanteri”nde yerine konulduğunda okuma düzeyinin “Öğretim Düzeyi”ne yükseldiği görülmüştür.

Anahtar Kelimeler

Okuma akıcı okuma okuma güçlüğü.

Kaynakça

  • Akyol, H. (1994). Kelime tanima ve okumaya etkisi. Çağdaş Eğitim. 677–684.
  • Akyol, H. (2006). Türkçe ilk okuma yazma öğretimi. Ankara: PegemA Yayıncılık.
  • Akyol, H. (2010). Türkçe öğretim yöntemleri (3. Baskı). Ankara: PegemA Yayıncılık.
  • Alderson, J. C. (2005). Assessing reading. Cambridge: Cambridge Universty Press.
  • Bender, W.N. & Larkin, M.J. (2003). Reading strategies for elemantery students with reading difficulties. California: Corwin Press.
  • Breznitz, Z. (2006). Fluency in reading: Synchronization of processes. New Jersey: Lawrence Erlbaum Associates.
  • Burns, M. S., Griffin, P & Snow, C. E. (1999). Starting out right: A guide to promoting children’s reading success. Washington: National Academies Press.
  • Caudil-Hansen, K. J. (2009). Readers’ theater as a strategy to increase comprehension and fluency in sixth grade students, Doctoral Dissertation, Walden University.
  • Çaycı, B. ve Demir, M. K. (2006). Okuma ve anlama sorunu olan öğrenciler üzerine karşilaştirmali bir çalişma. Türk Eğitim Bilimleri Dergisi, 4(4), 437-458.
  • Daly, E. J., Chafouleas, S. & Skinner, C. H. (2005). Interventions for reading problems: Designing and evaluating effective strategies. New York: The Guilford Press.
  • Dağ, N. (2010). Okuma güçlüğünün giderilmesinde 3p metodu ile boşluk tamamlama (cloze) tekniğinin kullanimi üzerine bir çalişma. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 11(1), 63-74.
  • Dovowan, H. & Ellis, M. (2005). Paired reading: More than an evening of entertainment. The Reading Teacher, 59(2), 174-177.
  • Ekiz, D., Erdoğan, T. ve Uzuner, F. G. (2011). Okuma güçlüğü olan bir öğrencinin okuma becerisinin geliştirilmesine yönelik bir aksiyon araştirmasi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 11(2), 111-131.
  • Ellis, W. A. (2009). The Impact of C-PEC (choral reading, partner reading, echo reading and performance of text) on third grade fluency and comprehension development. Doctoral Dissertation, University of Memphis.
  • Fuchs, L. S., Fuchs, D., Hosp, M. K. & Jenkins, J. R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5(3), 239-256.
  • Glazer, A. D. (2007). The effects of a skill based intervention package including repeated reading and error correction on the oral reading fluency of at risk readers. Master Thesis, University of Connecticut.
  • Gunning, T. G. (2000). Creating literacy instruction for all students. Boston: Allyn and Bacon.
  • Güneş, F. (2000). Uygulamalı okuma yazma öğretimi. Ankara: Ocak Yayınları.
  • Güneş, F. (2007). Ses temelli cümle yöntemi ve zihinsel yapilandirma. Ankara: Nobel Yayın-Dağıtım.
  • Herberg, J., McLoughlin, 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).
  • Homan, S. P., Klesius, J. P. & Hite, C. (1993). Effects of repeated readings and nonrepeated strategies on students' fluency and comprehension. The Journal of Educational Research, 87 (2), 94-99.
  • Hubhard, H. (2009). Readers theater: A means to improving the reading fluency rates of second and third grade students with learning disabilities. Master Thesis, The California State University.
  • Jeon, E. H. (2009). Effecets of repeated reading on L2 reading fluency and comprehension. Doctoral Dissertation, Northern Arizona University.
  • Kato, S. (2012). Bridging theory and practice: Developing lower-level skills in L2 reading. The Language Learning Journal, 40 (2), 193-206.
  • Kuhn, M. R. & Schwanenflugel, P. J. (2008). Fluency in the Classroom. New York: The Guilford Press. Kuhn, M. R. & Stahl, S. S. (2004). Fluency: A review of developmental and remedial practice. In R. B. Ruddell & N. J. Unrau (Eds.), Theoretical models and processes of reading, international reading association (ss.412-453). Newark: International Reading Association.
  • Lerner, J. (2000). Learning disabilities: Theories, diagnosis, and teaching strategies (8th ed.). Boston: Houghton Mifflin.
  • MacDonald, P. (2010). Paired reading: A structured approach to raising attainmenti in literacy. Support Learning, 25 (1), 15-23.
  • McLoughlin, A. (2010). Shared reading, guided reading and the specialist dyslexia lesson. Dyslexia Review, 21 (2), 4-6.
  • Meyer, M.S. & Felton, R. (1999). Repeated reading to enhance fluency: Old approaches and new directions. Annals of Dyslexia, 49, 283-306.
  • Minskoff,, E.(2005). Teaching reading to struggling learners. Greeley: Brokes Publishing.
  • Moran, K.J.K. (2006). Nurturing emergent readers through readers theater. Early Childhood Education Journal, 33(5), 317-323.
  • Nunez, L. D. (2009). An analysis of the relationship of reading fluency, comprehension, and word recognition to student achievement. Doctoral Dissertation, Tarleton State University.
  • 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.
  • Rashotte, C. A. & Torgesen, J. A. (1985). Repeated reading and reading fluency in learning disabled children. Reading Research Quarterly, 2 (2), 180-188.
  • Rasinski, T. V. (1990). Effects of repeated reading and listening while reading on reading fluency. The Journal of Educational Research, 83 (3), 147-150.
  • Rasinski, T. V. (2003). The fluent reader: Oral reading strategies for building word recognition, fluency, and comprehension. New York: Scholastic.
  • Reutzel, D. R. & Cooter, R. B. (1996). Teaching children to read: From basals to books. Colombus: Merrill-Prentice Hall Publishing Company.
  • Roundy, A. R. & Roundy, T. R. (2009). The effect of repeated reading on student fluency: Does practice always make perfect?. International Journal of Human and Social Sciences, 4 (1), 54-59.
  • Samuels, S. J. (1979). The method of repeated readings. The Reading Teacher, 32 (4), 403-408.
  • Sidekli, S. ve Yangın, S. (2005). Okuma güçlüğü olan öğrencilerin okuma becerilerinin geliştirilmesine yönelik bir uygulama. Kazım Karabekir Eğitim Fakültesi Dergisi, 11.
  • Speece, D. L., Ritchey, K. D., Silverman, K., Schatschneider, C., Walker, C. Y. & Andrusik, K. N. (2010). Identifying children in middle childhood who are at risk for reading problems. School Psychology Review, Volume, 39.(2), 258–276.
  • 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.
  • Therrien, W. J. & Kubina, R. M. (2006). Developing reading fluency with repeated reading. Intervention in School and Clinic, 41 (3), 156-160.
  • Wise, J.C., Sevcik, R. A., Morris, R.D., Lowett, M. W., Wolf, M., Kuhn, M., Meisinger, B. & Schwanenflugel, P. (2010). The relationship between different measures of oral reading fluency and reading comprehension in second-grade students who evidence different oral reading fluency difficulties. Language, Speech, and Hearıng Servıces in Schools, 40, 340–348.
  • Yıldırım, A. ve Şimşek, H. (2005). Sosyal bilimlerde nitel araştirma yöntemleri. Ankara: Seçkin Yayıncılık.
  • Yılmaz, M. (2006). İlköğretim 3. Sınıf öğrencilerinin sesli okuma hatalarini düzeltmede ve okuduğunu anlama becerilerini geliştirmede tekrarli okuma yönteminin etkisi. Yayınlanmamış Doktora Tezi, Gazi Üniversitesi, Ankara.
  • Yılmaz, M. (2008). Kelime tekrar tekniğinin akici okuma becerilerini geliştirmeye etkisi. Türk Eğitim Bilimleri Dergisi, 6(2), 323-350.
  • Young, C. & Rasinki, T. (2009). Implementing readers’ theatre as an approach to classroom fluency instruction. The Reading Teacher, 63(1), 4–13.
  • Yüksel, A. (2010). Okuma güçlüğü çeken bir öğrencinin okuma becerisinin geliştirilmesine yönelik bir çalişma. Kuramsal Eğitimbilim, 3(1), 124-134.
Toplam 49 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Ebru Uzunkol

Yayımlanma Tarihi 23 Nisan 2013
Yayımlandığı Sayı Yıl 2013 Cilt: 9 Sayı: 1

Kaynak Göster

APA Uzunkol, E. (2013). Akıcı Okuma Sürecinde Karşılaşılan Sorunların Tespiti ve Giderilmesine Yönelik Bir Durum Çalışması. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 9(1), 70-83. https://doi.org/10.17860/efd.82014

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