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

Yıl 2024, Erken Görünüm, 1 - 17

Özgül Güler Bülbül

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

Öz

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.

Anahtar Kelimeler

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

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

Öz

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.

Anahtar Kelimeler

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

Kaynakça

• Allinder, R. M., Dunse, L., Brunken, C. D., & Obermiller-Krolikowski, H. J. (2001). Improving Fluency in At-Risk Readers and Students with Learning Disabilities. Remedial and Special Education, 22(1), 48-54. https://doi.org/10.1177/074193250102200106
• Allor, J. H., Mathes, P. G., Roberts, J. K., Cheatham, J. P., & Otaiba, S. A. (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
• Ardanuç, K., Çökmez, A., Küçüktepe, B. & Toprak, G. (2007). İlköğretim Türkçe ders kitabı 3. sınıf. İstanbul: Nesil Matbaacılık.
• Browder, D. M., Wakeman, S. Y., Spooner, F., Ahlgrim-Delzell, L., & Algozzinexya, B. (2006). Research on Reading Instruction for Individuals with Significant Cognitive Disabilities. Exceptional Children, 72(4), 392-408. https://doi.org/10.1177/001440290607200401
• Cain, K., & Oakhill, J. (Eds.). (2008). Children's comprehension problems in oral and written language: A cognitive perspective. Guilford Press.
• Campbell, J. M. (2013). Commentary on PND at 25. Remedial and Special Education, 34(1), 20-25. https://doi.org/10.1177/0741932512454725
• Cates, G. L., Thomason, K., Havey, M., & McCormick, C. (2006). A preliminary investigation of the effects of reading fluency interventions on comprehension: Using brief experimental analysis to select reading interventions. Journal of Applied School Psychology, 23(1), 133–154. https://doi.org/10.1300/J370v23n01_07
• Chafouleas, S. M., Martens, B. K., Dobson, R. L., Weinstein, K. S., & Gardner, K. B. (2004). Fluent Reading as the Improvement of Stimulus Control: Additive Effects of Performance-Based Interventions to Repeated Reading on Students' Reading and Error Rates. Journal of Behavioral Education, 13(2), 67–81. https://doi.org/10.1023/B:JOBE.0000023656.45233.6f
• Chapman, J. W., Tunmer, W. E., & Prochnow, J. E. (2000). Early reading-related skills and performance, reading self-concept, and the development of academic self-concept: A longitudinal study. Journal of Educational Psychology, 92(4), 703–708. https://doi.org/10.1037/0022-0663.92.4.703
• Clark, C. H. (1995). Teaching students about reading: A fluency example. Reading Horizons: A Journal of Literacy and Language Arts, 35 (3). https://scholarworks.wmich.edu/reading_horizons/vol35/iss3/6
• Çevik, G. (2006). Zihinsel yetersizliği olan öğrencilerin sesli okuma hızlarının arttırılmasında okuma öncesi ve okuma sonrası sağaltım tekniklerinin farklılaşan etkililiği [The differential effectiveness of pre-reading and post-reading treatment techniques in increasing the oral reading speed of students with intellectual disability] (Tez Numarası: 211221) [Yüksek Lisans Tezi, Gazi Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
• Daly, E. J., III, Persampieri, M., McCurdy, M., & Gortmaker, V. (2005) Generating reading interventions through experimental analysis of academic skills: Demonstration and empirical evaluation. School Psychology Review, 34, 395-414. https://doi.org/10.1080/02796015.2005.12086294
• Demir, E. Bozbey, S., Oğan, M., Özkara, M., Aktaş, A., Köksal, K. (2007). İlköğretim Türkçe 3. Sınıf Ders Kitabı, Özgün Yayıncılık, Ankara.
• Eckert, T. L., Ardoin, S. P., Daly, E. J., & Martens, B. K. (2002). Improving oral reading fluency: A brief experimental analysis of combining an antecedent intervention with consequences. Journal of applied behavior analysis, 35(3), 271–281. https://doi.org/10.1901/jaba.2002.35-271
• Eckert, T. L., Ardoin, S. P., Daisey, D. M., & Scarola, M. D. (2000). Empirically evaluating the effectiveness of reading interventions: The use of brief experimental analysis and single-case designs. Psychology in the Schools, 37, 463–474. https://doi.org/10.1002/1520-6807(200009)37:5<463::AID-PITS6>3.0.CO;2-X
• Friend, M. (2018). Special education: Contemporary perspectives for school professionals (Fifth edition). Pearson.
• Güler, Ö. (2008). Zihinsel engelli öğrencilerin okuduğunu anlama becerisinde okuma öncesi, sirasi ve sonrasinda uygulanan okuduğunu anlama tekniklerinin etkililiklerinin karşilaştirilmasi. [Comparing the effectivenes of before, while and after reading tecniques in improving story comprehension of students with mental retardation] (Tez Numarası:218469) [Yüksek Lisans Tezi, Gazi Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
• Güler, Ö. (2011). Zihinsel engelli öğrencilerin okuma akiciliğini geliştirmede hata düzeltme, tekrarli okuma ve geri bildirim verme tekniklerinin birlikte kullaniminin etkililiği L. Uzun, & Ü. Bozkurt (Ed.), Türkçenin Eğitimi-Öğretiminde Kuramsal ve Uygulamalı Araştırmalar [Theorical and Applied Researches on Turkish Language Teaching] içinde (ss. 87-100). Eule Publishing House.
• Güler, Ö., & Güzel Özmen, R. (2010). Using the brief experimental analysis to determine the effective RC strategy in story comprehension of students with mental retardation. International Online Journal of Educational Sciences, 2(3), 930-954. https://iojes.net/index.jsp?mod=tammetin&makaleadi=&makaleurl=IOJES_336.pdf&key=41348
• Hamilton, L., & Corbett-Whittier, C. (2013). Using case study in education research. SAGE Publications Ltd, https://doi.org/10.4135/9781473913851
• Harry, B., Klingner, J., & Cramer, E. (2007). Case studies of minority student placement in special education. Teachers College Press.
• Heilman, A. W. , Blair , T. R. , & Rupley , W. R. (2002). Principles and Practices of Teaching Reading (10th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
• Hintze, J. M., Daly, E. J., III, & Shapiro, E. S. (1998). An investigation of the effects of passage difficulty level on outcomes of oral reading fluency progress monitoring. School Psychology Review, 27, 433-445. https://doi.org/10.1080/02796015.1998.12085928
• House, A.E., House, B.G. & Campbell, M.B. (1981). Measures of inter-observer agreement: Calculation formula and distribution effect. Journal of Behavioral Assessment, 3, 37-57. https://doi.org/10.1007/BF01321350
• 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
• Karafilik, F., Değirmenci G. ve Bilkan, N. (2007). İlköğretim Türkçe Ders Kitabı 2. Sınıf. İstanbul: Harf Yayınevi.
• Klauda, S. L., & Guthrie, J. T. (2008). Relationships of three components of reading fluency to reading comprehension. Journal of Educational Psychology, 100(2), 310. https://doi.org/10.1037/0022-0663.100.2.310
• Kuhn, M. R., & Stahl, S. A. (2003). Fluency: A review of developmental and remedial practices. Journal of Educational Psychology, 95(1), 3–21. https://doi.org/10.1037/0022-0663.95.1.3
• Lentz, F. E., Jr. (1988). Effective reading interventions in the regular classroom. In J. L. Graden, J. E. Zins, & M. J. Curtis (Eds.), Alternative educational delivery systems: Enhancing instructional options for all students (pp. 351 370). National Association of School Psychologists.
• Lewis-Lancaster, A. & Reisener, C. (2013). Examining the results of a brief experimental analysis and reading fluency intervention with a middle school student. Reading Improvement, 50(4), 166-174. https://eric.ed.gov/?id=EJ1023539
• Mandler, J. M., & Johnson, N. S. (1977). Remembrance of things parsed: Story structure and recall. Cognitive psychology, 9(1), 111-151. https://doi.org/10.1016/0010-0285(77)90006-8
• Melekoglu, M. A. (2011). Impact of motivation to read on reading gains for struggling readers with and without learning disabilities. Learning Disability Quarterly, 34(4), 248-261. https://doi.org/10.1177/0731948711421761
• Orçan, M. (2010). Kısa deneysel analiz ve genişletilmiş analiz ile zihinsel yetersizlikten etkilenmiş öğrencilerin okuma hızının artırılmasında ayrı olarak sunulan beceri temelli sağaltım tekniği ile birleştirilmiş olarak sunulan beceri ve performans temelli sağaltım paketlerinden etkili olanın belirlenmesi [Determining the effectiveness of combined skill-based and performance-based interventions and single skill-based interventions on improving reading fluency of the students with mental retardation within brief experimental analysis and extended analysis] (Tez Numarası:278063) [Yüksek Lisans Tezi, Gazi Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
• Ozmen, E. R., & Doganay-Bilgi, A. (2016). A case study: the implementation of a problem-solving model with a student with reading difficulties in Turkey. Education and Treatment of Children, 339-357. https://www.jstor.org/stable/44684112
• Samuels, S. J. (1979). The method of repeated readings. The Reading Teacher, 32(4), 403-408. https://www.jstor.org/stable/20194790
• Sanır, H., Akçayır, İ., & Özkubat, U. (2020). Zihinsel yetersizliği olan ortaokul öğrencilerinin akıcı okuma ve okuduğunu anlamaları üzerinde müdahale ve müdahale paketlerinin etkisinin belirlenmesi [Determining the Effect of Intervention and Intervention Packages on the Reading Fluency and Comprehension of Lower Secondary School Students with Mental Retardation]. Eğitim ve Bilim, 45(204), 207-225. http://dx.doi.org/10.15390/EB.2020.8828
• Soykan, Ö. (2012). On the relationships between syntax and semantics with regard to the Turkish language. Cultura, 9(2), 61-76. https://doi.org/10.5840/cultura2012925
• Stein, N. L., & Glenn, C. G. (1979). An analysis of story comprehension in elementary school children. New directions in discourse processing, 2(1979), 53-120. https://www.researchgate.net/publication/243501171_An_Analysis_of_Story_Comprehension_in_Elementary_School_Children
• Stevens, E. A., Walker, M. A., & Vaughn, S. (2017). The effects of reading fluency interventions on the reading fluency and reading comprehension performance of elementary students with learning disabilities: A synthesis of the research from 2001 to 2014. Journal of learning disabilities, 50(5), 576-590. https://doi.org/10.1177/0022219416638028
• Tekin-İftar, E. (2012). Çoklu yoklama modelleri. In E. Tekin-İftar (Ed.), Eğitim ve davranış bilimlerinde tek-denekli araştırmalar [Single-subject research in educational and behavioral sciences] içinde (ss. 217-254). Türk Psikologlar Derneği.
• Toste, J. R., Didion, L., Peng, P., Filderman, M. J., & McClelland, A. M. (2020). A Meta-Analytic Review of the Relations Between Motivation and Reading Achievement for K–12 Students. Review of Educational Research, 90(3), 420-456. https://doi.org/10.3102/0034654320919352
• VanAuken, T. L., Chafouleas, S. M., Bradley, T. A., & Martens, B. K., (2002). Using brief experimental analysis to select oral reading interventions: An investigation of treatment utility. Journal of Behavioral Education, 11(3), 163-179. https://doi.org/10.1023/A:1020126003221
• Vaughn, S., & Klingner, J. (2004). Teaching reading comprehension to students with learning disabilities. In C. A. Stone, E. R. Silliman, B. J. Ehren, & K. Apel (Eds.). Handbook of language and literacy development and disorders (541-55). Guilford Pres.
• Vural, M. (2019). Zihinsel yetersizlikten etkilenmiş öğrencilerin ve okuma düzeyi düşük olan öğrencilerin akıcı okuma ve okuduğunu anlama becerilerinde akran destekli ve hedef yönlendirimli birleştirilmiş okuma stratejisinin etkililiği [Effectiveness of peer-assisted goal-oriented combined reading strategy in fluent reading and reading comprehension skills of students affected by intellectual disability and students with low reading levels] (Tez Numarası:601882) [Doktora Tezi, Gazi Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.