Araştırma Makalesi
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Bir Annenin Akıcı Okuma Stratejilerini Kullanması: AKOSEP’in Etkileri

Yıl 2024, Sayı: 61, 187 - 213, 15.05.2024
https://doi.org/10.9779/pauefd.1255040

Öz

Bu araştırmanın amacı Akıcı Okuma Stratejileri Aile Eğitim Programı’nın (AKOSEP) ve performans geri bildirimlerinin özel öğrenme güçlüğü (ÖÖG) tanılı çocuğu olan bir anneye akıcı okuma stratejilerini öğretmedeki etkililiğini belirlemektir. AKOSEP kapsamında anneye öğretilmesi hedeflenen akıcı okuma stratejileri tekrarlı okuma, kelime tekrar ve eko okuma stratejileridir. Araştırmanın katılımcılarını bir anne ve ÖÖG tanısı olan 10 yaşındaki oğlu oluşturmaktadır. AKOSEP’in etkililiğinin belirlendiği bu araştırmada tek denekli araştırma modellerinden davranışlar arası yoklama evreli çoklu yoklama modeli kullanılmıştır. Ayrıca araştırmada, strateji öğretimi sürecinde katılımcı çocukla birlikte uygulanan akıcı okuma stratejilerinin çocuğun akıcı okuma becerileri üzerindeki etkisi deneysel bir kontrol kurulmadan incelenmiştir. Araştırma bulguları, AKOSEP ve performans geri bildirimlerinin annenin akıcı okuma stratejilerini edinmesinde ve doğru bir şekilde kullanmasında etkili olduğunu; bu etkinin uygulamanın sona ermesinden sonra da sürdürülebildiğini göstermiştir. Ayıca strateji öğretimi sürecinde uygulanan akıcı okuma stratejilerinin ÖÖG olan çocuğun okuma doğruluğunda ve okuma hızında artışa neden olduğu gözlenmiştir. Araştırmanın sonunda anne-çocuk çiftinin AKOSEP ve uygulama sürecine ilişkin olumlu düşüncelerini dile getirdikleri belirlenmiştir. Elde edilen bulgular alanyazın çerçevesinde tartışılmış, uygulamaya ve ileriki araştırmalara yönelik çeşitli önerilerde bulunulmuştur.

Kaynakça

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  • Batu, E. S. (2014). Effects of teaching simultaneous prompting through visual supports to parents of children with developmental disabilities. Education and Training in Autism and Developmental Disabilities, 49(4), 505-516. Retrieved from https://www.jstor.org/stable/24582347
  • Batu, E. S., Bozkurt Aksoy, F. & Öncül, N. (2014). Effectiveness of mother delivered simultaneous prompting taught by visual support on teaching chained skills to their children with autism. Education and Science, 39(174), 91-104. http://dx.doi.org/10.15390/EB.2014.2367
  • Batu, S. (2008). Caregiver-delivered home-based instruction using simultaneous pprompting for teaching home skills to individuals with developmental disabilities. Education and Training in Developmental Disabilities, 43(4), 541-555. Retrieved from https://www.jstor.org/stable/23879682
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  • Çakmak, S. (2011). The effectiveness of the family education program offered as a model by video in providing self-care skills to visually impaired children [Doctoral dissertation, Gazi University]. National Thesis Center.
  • Caldwell, J. S. (2008). Reading assessment. Guilford Publications Inc.
  • Calhoon, M. B. (2005). Effects of a peer-mediated phonological skill and reading comprehension program on reading skill for middle school students with reading disabilities. Journal of learning disabilities, 38(5), 424-433.
  • Calp, M. (2005). Türkçe öğretimi. Eğitim Kitabevi.
  • Can Toprakçı, N. (2006). The effect of applying compehensive family educatian program to the handicapped childrens mothers which educate in society, for having the aims of mathematics lesson, lasting and generalzing of these by students [Master’s thesis, Gazi University]. National Thesis Center.
  • Cavkaytar, A. (2007). Turkish parents as teacher: Teaching parents how to teach self-care and domestic skills to their children with mental reterdation. Education and Training in Mental Retardation and Developmental Disabilities, 42(1), 85-93. Retrieved from https://www.jstor.org/stable/23880141
  • Cavkaytar, A. (2013). Örnek Aile Eğitimi Programları. A. Cavkaytar (Ed), Özel eğitimde aile eğitimi ve rehberliği içinde (s. 325-327). Vize Yayıncılık.
  • Cavkaytar, A., & Pollard, E. (2009). Effectivenes of parent and therapist collaboration program (PTCP) for teaching self-care and domestic skills to individual with autism. Education and Training in Mental Retardation and Developmental Disabilities, 44(3), 381-394. Retrieved from https://www.jstor.org/stable/24233482
  • Çelikten, M., Şanal, M. & Yeni, Y (2005). Öğretmenlik mesleği ve özellikleri [Teaching Profession and Characteristics]. Erciyes University Journal of Social Sciences Institute, 1(19), 207-237.
  • Corcoran, C. A., & Davis, A. D. (2005). A study of the effects of readers' theater on second and third grade special education students' fluency growth. Reading Improvement, 42(2), 105-111.
  • Cortiella, C., & Horowitz, S. H. (2014). The state of learning disabilities: Fact, trends and emerging issues. National Center for Learning Disabilities.
  • Daly, E. J., & Kupzyk, S. (2012). An investigation of student-selected and parent-delivered reading interventions. Journal of Behavioral Education, 21(4), 295–314. https://doi.org/10.1007/s10864-012-9149-x
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A Mother’s Use of Reading Fluency Strategies: The Effects of AKOSEP

Yıl 2024, Sayı: 61, 187 - 213, 15.05.2024
https://doi.org/10.9779/pauefd.1255040

Öz

The purpose of this study is to determine the effectiveness of Reading Fluency Strategies Family Training Program (AKOSEP) and performance feedback on teaching reading fluency strategies to a mother who has a child with Specific Learning Difficulties (SLD). The reading fluency strategies targeted to be taught to the mother within the scope of AKOSEP included repeated reading, word drill and echo reading strategies. The participants of the study were a mother and her 10-year-old son diagnosed with SLD. In this study, in which the effectiveness of AKOSEP was revealed, multiple probe design across behavior, one of the single-subject research models, was used. In addition, in the study, the effect of the reading fluency strategies applied with the participant child during the strategy teaching process on the child's reading fluency skills was examined without an experimental control. The study’s findings showed that the AKOSEP and performance feedback were effective in the mother's acquisition and correct use of reading fluency strategies, and that this effect was sustained after the end of the intervention. In addition, it was observed that the reading fluency strategies applied during the strategy teaching process led to an increase in the reading accuracy and reading speed of the child with SLD. At the end of the study, it was found that the mother-child dyad expressed their positive opinions about AKOSEP and the implementation process. The findings were discussed within the framework of the literature and various suggestions were made for practice and future research.

Kaynakça

  • Akın Bülbül, I. (2012). The efficiency of the simultaneous prompting on gaining appropriate masturbation ability to teenagers affected by the mental deficiency via their families [Master’s thesis, Abant İzzet Baysal University]. National Thesis Center.
  • Aktaş, B. (2015). Efficiency of parent training a mothers of children with autism use of mand – model one of the Milieu teaching technique [Master’s thesis, Abant İzzet Baysal University]. National Thesis Center.
  • Akyol, H. & Kodan, H. (2016). A Practice for Eliminating Reading Difficulty: The Use of Fluent Reading Strategies. Ondokuz Mayıs University Journal Of Education Faculty, 35(2), 7-21. http://dx.doi.org/10.7822/omuefd.35.2.1
  • Akyol, H. (2020). Türkçe ilk okuma yazma öğretimi. Pegem Akademi.
  • Akyol, M. & Baştuğ, M. (2015). The effect of structured fluent reading method on the fluent reading and reading comprehension skills of third grade primary school students. Trakya University Journal of Social Science, 17(1), 125-141.
  • Balıkçı, Ö. S. (2018). Özel öğrenme güçlüğü olan bireyler için akademik destek. M. A. Melekoğlu & U. Sak (Ed.), Öğrenme güçlüğü ve özel yetenek (s. 78-91) içinde. Pegem Akademi.
  • Batu, E. S. (2014). Effects of teaching simultaneous prompting through visual supports to parents of children with developmental disabilities. Education and Training in Autism and Developmental Disabilities, 49(4), 505-516. Retrieved from https://www.jstor.org/stable/24582347
  • Batu, E. S., Bozkurt Aksoy, F. & Öncül, N. (2014). Effectiveness of mother delivered simultaneous prompting taught by visual support on teaching chained skills to their children with autism. Education and Science, 39(174), 91-104. http://dx.doi.org/10.15390/EB.2014.2367
  • Batu, S. (2008). Caregiver-delivered home-based instruction using simultaneous pprompting for teaching home skills to individuals with developmental disabilities. Education and Training in Developmental Disabilities, 43(4), 541-555. Retrieved from https://www.jstor.org/stable/23879682
  • Benitez, P., & Domeniconi, C. (2016). Use of a computerized reading and writing teaching program for families of students with intellectual disabilities. The Psychological Record, 66(1), 127–138. https://doi.org/10.1007/ s40732-015-0158-8
  • Burton, K., & Chong, G. (2012). The echo reading strategy and its effect on the oral reading fluency of first grade students. Journal of the Mississippi Academy of Sciences, 57(2-3), 221-222.
  • Çakıroğlu, O. (2018a). Özel eğitimde temel kavramlar. V. Aksoy (Ed.), Özel eğitim (s. 1-19) içinde. Pegem Akademi.
  • Çakıroğlu, O. (2018b). Özel öğrenme güçlüğüne giriş. M. A. Melekoğlu & U. Sak (Ed.), Öğrenme güçlüğü ve özel yetenek (s. 2-21) içinde. Pegem Akademi.
  • Çakmak, S. (2011). The effectiveness of the family education program offered as a model by video in providing self-care skills to visually impaired children [Doctoral dissertation, Gazi University]. National Thesis Center.
  • Caldwell, J. S. (2008). Reading assessment. Guilford Publications Inc.
  • Calhoon, M. B. (2005). Effects of a peer-mediated phonological skill and reading comprehension program on reading skill for middle school students with reading disabilities. Journal of learning disabilities, 38(5), 424-433.
  • Calp, M. (2005). Türkçe öğretimi. Eğitim Kitabevi.
  • Can Toprakçı, N. (2006). The effect of applying compehensive family educatian program to the handicapped childrens mothers which educate in society, for having the aims of mathematics lesson, lasting and generalzing of these by students [Master’s thesis, Gazi University]. National Thesis Center.
  • Cavkaytar, A. (2007). Turkish parents as teacher: Teaching parents how to teach self-care and domestic skills to their children with mental reterdation. Education and Training in Mental Retardation and Developmental Disabilities, 42(1), 85-93. Retrieved from https://www.jstor.org/stable/23880141
  • Cavkaytar, A. (2013). Örnek Aile Eğitimi Programları. A. Cavkaytar (Ed), Özel eğitimde aile eğitimi ve rehberliği içinde (s. 325-327). Vize Yayıncılık.
  • Cavkaytar, A., & Pollard, E. (2009). Effectivenes of parent and therapist collaboration program (PTCP) for teaching self-care and domestic skills to individual with autism. Education and Training in Mental Retardation and Developmental Disabilities, 44(3), 381-394. Retrieved from https://www.jstor.org/stable/24233482
  • Çelikten, M., Şanal, M. & Yeni, Y (2005). Öğretmenlik mesleği ve özellikleri [Teaching Profession and Characteristics]. Erciyes University Journal of Social Sciences Institute, 1(19), 207-237.
  • Corcoran, C. A., & Davis, A. D. (2005). A study of the effects of readers' theater on second and third grade special education students' fluency growth. Reading Improvement, 42(2), 105-111.
  • Cortiella, C., & Horowitz, S. H. (2014). The state of learning disabilities: Fact, trends and emerging issues. National Center for Learning Disabilities.
  • Daly, E. J., & Kupzyk, S. (2012). An investigation of student-selected and parent-delivered reading interventions. Journal of Behavioral Education, 21(4), 295–314. https://doi.org/10.1007/s10864-012-9149-x
  • Doǧanay Bilgi, A. (2020). Evaluating the effect of parent reading interventions on improving reading fluency of students with reading difficulties. Behavioral Interventions, 35(2), 217-233. https://doi.org/10.1002/bin.1708
  • Dowhower, S. L. (1987). Effects of repeated reading on second-grade transitional readers’ fluency and comprehension. Reading Research Quarterly, 22(4), 389-406. https://doi.org/10.2307/747699
  • Dündar, H., & Akyol, H. (2014). A case study regarding definition and solution of reading and comprehensive problems. Education and Science, 39(171), 361-377.
  • Duran, E., & Sezgin, B. (2012). The effect of echo reading method to fluency reading. Ondokuz Mayıs University Journal of Education Faculty, 31(2), 145-164.
  • 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 thesis, Memphis University]. ProQuest Dissertations and Theses Global.
  • Erdogan, Ö., & Kasranoglu, F. (2018). Developing the reading technique and reading comprehension skills through using the word drill technique and the 3P method. Croatian Journal of Education, 20(1), 75-110. https://doi.org/10.15516/cje.v20i1.2658
  • Ertürk-Mustul, E., Turan, Z., & Uzuner, Y. (2016). Evaluation of the interactive behaviors of a mother with her child who have a hearing loss in the context of parent guidance process. Ankara University Faculty of Educational Sciences Journal of Special Education, 17(1), 1-22. https://doi.org/ 10.1501/Ozlegt_0000000236
  • Eyiip, Ö. D., Ergenekon, Y., & Çolak, A. (2018). Preparation of an activity schedule involving the leisure time activities and teaching of on-schedule by a mother with an adolescent with ASD. International Online of Journal Education Science, 10(2), 207-222. https://doi.org/10.15345/iojes.2018.02.014
  • Fiala, C. L., & Sheridan, S. M. (2003). Parent involvement and reading: Using curricu-lum‐based measurement to assess the effects of paired reading. Psychology in the Schools, 40(6), 613-626. https://doi.org/10.1002/pits.10128
  • 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’s thesis, University of Connecticut]. ProQuest Dissertations and Theses Global.
  • Gortmaker, V. J., Daly III, E. J., McCurdy, M., Persampieri, M. J., & Hergenrader, M. (2007). Improving reading outcomes for children with learning disabilities: Using brief experimental analysis to develop parent‐tutoring interventions. Journal of Applied Behavior Analysis, 40(2), 203-221. https://doi.org/10.1901/jaba.2007.105-05
  • Han, K., Yang, Y., & Hong, Y.S. (2018). A structural model of family empowerment for families of children with special needs. Journal of Clinical Nursing, 27, e833–e844.
  • 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. Retrieved from https://www.jstor.org/stable/27541904
  • Kaman, Ş. & Şahin, A. (2013). Effect of using reading fluency strategies on improving reading level of third grade students at primary schools. Adiyaman University Journal of Social Sciences, 6(11), 639-657.
  • Kargın, T. (2004). Effectiveness of a family-focused early intervation program in the education of children with hearing impairments living is rural areas. International Journal of Disability, Development and Education, 51(4), 401-418. https://doi.org/10.1080/1034912042000295044
  • Kodan, H. (2015). The effects of the methods of choral, repeated and assisted reading on the reading and reading comprehension skills of poor readers [Doctoral dissertation, Gazi University]. National Thesis Center.
  • Küçüker, S., Bakkaloğlu, H., & Sucuoğlu, B. (2001). Erken eğitim programına katılan gelişimsel geriliği olan çocuklar ve anne-babalarının etkileşim davranışlarındaki değişimin incelenmesi [Examination of the change of interaction behaviors of children with developmental delay and their parents who participated in the early education program]. Ankara University Faculty of Educational Sciences Journal of Special Education, 3(1), 61-71. https://doi.org/10.1501/Ozlegt_0000000054
  • Kuhn, M. (2004). Helping students become accurate, expressive readers: Fluency instruction for small groups. The Reading Teacher, 58(4), 338-344. https://doi.org/10.1598/RT.58.4.3
  • Kuhn, M. R., & Schwanenflugel, P. J. (2008). Fluency in the classroom. New York: Guilford Press.
  • 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
  • Melekoğlu, M. A. (2016). Özel öğrenme güçlüğüne giriş. M. A. Melekoğlu & O. Çakıroğlu (Ed.), Özel öğrenme güçlüğü olan çocuklar (s. 15-44) içinde. Vize Yayıncılık.
  • Melekoğlu, M. A., Çakıroğlu, O., & Malmgren, K. W. (2009). Special education in Turkey. International Journal of Inclusive Education, 13(3), 287-298. http://dx.doi.org/10.1080/13603110701747769
  • Ministry of Education [MoE] (2012a). Milli eğitim bakanlığı özel eğitim kurumları yönetmeliği. (Resmi Gazete No: 28296). Retrived from https://www.resmigazete.gov.tr/eskiler/2012/05/20120518-27..htm
  • Ministry of Education [MoE] (2012b) Milli eğitim bakanlığı ders kitapları ve eğitim araçları yönetmeliği. (Resmi Gazete No: 31628). Retrived from https://www.resmigazete.gov.tr/eskiler/2012/09/20120912-2.htm
  • Ministry of Education [MoE] (2018). Özel eğitim hizmetleri yönetmeliği. (Resmi Gazete No: 30471). Retrived from https://www.resmigazete.gov.tr/eskiler/2018/07/20180707-8.htm
  • Nowicki, E.A. (2003). A Meta-Analysis of the Social Competence of Children with Learning Disabilities Compared to Classmates of Low and Average to High Achievement. Learning Disability Quarterly, 26, 171-188.
  • Öğülmüş, K. (2021). The effectiveness of POW+ C-SPACE strategy provided by parents of children with writing difficulties on story-writing skills. Journal of Pedagogical Research, 5(2), 172-183. http://dx.doi.org/10.33902/JPR.2021270124
  • Olçay-Gül, S., & Tekin-Iftar, E. (2016). Family generated and delivered social story intervention: Acquisition, maintenance, and generalization of social skills in youths with ASD. Education and Training in Autism and Developmental Disabilities, 51(1), 67-78. Retrieved from https://www.jstor.org/stable/26420365?seq=1
  • Özdemir, O. (2018). Ailelere sunulan hizmetler ve destekler. A. Cavkaytar (Ed.), Özel eğitimde aile eğitimi ve rehberliği (s. 53-77) içinde. Vize Akademik.
  • Pierangelo, R., & Giuliani, G. (2008). Teaching students with learning disabilities. Corwin Press.
  • 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. (2010). The fluent reader. Scholastic.
  • Rasinski, T. V., & Hoffman, J. V. (2003). Oral reading in the school literacy curriculum. Reading Research Quarterly, 38(4), 510-522. https://doi.org/10.1598/RRQ.38.4.5
  • Regtvoort, A., & van der Leij, A. (2007). Early intervention with children of dyslexic parents: Efects of computerbased reading instruction at home on literacy acquisition. Learning & Individual Diferences, 17(1), 35–53. https://doi.org/10.1016/j.lindif.2007.01.005
  • Roundy, A.R. & Roundy, P.T. (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. https://doi.org/10.5281/zenodo.1085822
  • Sabancı, M. (2010). The investigation of teaching premack principle to the mothers of mainstreaming students who are the investigation of increasing students? doing homework-action research [Master’s thesis, Gazi University]. National Thesis Center.
  • Sağlam, A., Baş, Ö., & Akyol, H. (2020). The effect of word drill technique on 3rd class gifted students’ fluent reading levels. Journal of History School, 46, 1605-1629.
  • Sarı, T., & Nayır, F. (2020). Education in the pandemic period: Challenges and opportunities. Electronic Turkish Studies, 15(4), 959-975. https://dx.doi.org/10.7827/TurkishStudies.44335
  • Sönmez, N., & Aykut, Ç. (2011). Using mother delivered simultaneous prompting for teaching independent toileting skills to a child with developmental disability. International Journal of Human Sciences, 8(2), 1151-1171.
  • Sönmez-Kartal, M. (2018). Aile katılımı. A. Cavkaytar (Ed.), Özel eğitimde aile eğitimi ve rehberliği (s. 111-127) içinde. Vize Akademik
  • Taşkaya, S. M. (2010). The effect of using colored texts in solving reading problems. Ondokuz Mayıs University Journal of Education Faculty, 29(2), 21-36.
  • Tekin, E., & Kircaali-Iftar, G. (2002). Comparison of the effectiveness and efficiency of two response prompting procedures delivered by sibling tutors. Education and Training in Mental Retardation and Developmental Disabilities, (37)3, 283-299. Retrieved from https://www.jstor.org/stable/23880006
  • Tekin-İftar, E. (2008). Parent delivered community-based instruction with simultaneous prompting for teaching community skills to children with developmental disabilities. Education and Training in Developmental Disabilities, 43(2), 249-265. Retrieved from https://www.jstor.org/stable/23879933
  • Tekin-İftar, E. (2018). Çoklu yoklama modelleri. E. Tekin-İftar (Ed.), Eğitim ve davranış bilimlerinde tek-denekli araştırmalar içinde (s. 217-244). Vize Yayıncılık.
  • Tekin-İftar, E. ve Kırcaali-İftar, G. (2013). Özel eğitimde yanlışsız öğretim yöntemleri. Vize Yayıncılık.
  • 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 Jr, R. M. (2006). Developing reading fluency with repeated reading. Intervention in school and clinic, 41(3), 156-160.
  • Ünlü, E., Vuran, S., & Diken, I. H. (2018). Effectiveness of discrete trial training program for parents of children with autism spectrum disorder. International Journal of Progressive Education, 14(3), 12-31. https://dx.doi.org/10.29329/ijpe.2018.146.2
  • Uzunkol, E. (2013). Akıcı okuma sürecinde karşılaşılan sorunların tespiti ve giderilmesine yönelik bir durum çalışması [A case study for the detection and elimination of problems encountered in the reading fluency process]. Mersin University Journal of The Faculty of Education, 9(1), 70-83.
  • Vassaf, B. H. (2003). Öğrenme yetersizliği. Milli Eğitim Bakanlığı Yayınları.
  • Wexler, J., Vaughn, S., Roberts, G., & Denton, C. A. (2010). The efficacy of repeated reading and wide reading practice for high school students with severe reading disabilities. Learning Disabilities Research & Practice, 25(1), 2-10. https://doi.org/10.1111/j.1540-5826.2009.00296.x
  • Yamaç, A. (2015). A fluency-based intervention to improve oral reading fluency of a fourth grade reader. Kastamonu Education Journal, 23(2), 631-644.
  • Yılmaz, M. (2008). The effect of word drill technique on improving fluently reading of skills. The Journal of Turkish Educational Sciences, 6(2), 323-350.
Toplam 78 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Zihinsel Engelli Eğitimi
Bölüm Makaleler
Yazarlar

Murat Hikmet Açıkgöz 0000-0001-7315-907X

Mine Sönmez Kartal 0000-0002-8594-0485

Erken Görünüm Tarihi 26 Mart 2024
Yayımlanma Tarihi 15 Mayıs 2024
Gönderilme Tarihi 22 Şubat 2023
Kabul Tarihi 26 Aralık 2023
Yayımlandığı Sayı Yıl 2024 Sayı: 61

Kaynak Göster

APA Açıkgöz, M. H., & Sönmez Kartal, M. (2024). Bir Annenin Akıcı Okuma Stratejilerini Kullanması: AKOSEP’in Etkileri. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi(61), 187-213. https://doi.org/10.9779/pauefd.1255040