This study focuses on the effects of learning styles on correcting the reading errors and improving the reading comprehension skills of elementary school 4th and 5th grade students. The study was conducted over eight weeks with a total of 128 hours, 32 hours each with a total of four students from two elementary schools in the Western Black Sea region, who has reading difficulties without mental, auditory, or visual problems. Ministry of National Education’s Turkish textbooks for grades 1-5 were used in the study. The Marmara Learning Styles Scale showed the learning style preferences of three students as auditory and that of the remaining student as visual. For students with a auditory learning style, the researcher created audio recordings with appropriate stress and speed. Before the students read the text, audio recordings were played through headphones. After listening, the students were asked to read aloud. For students with visual learning style, illustrated texts; texts with underlined words; texts with words, syllables and sentences highlighted in colored letters were used. The students' reading errors were corrected by using the word box strategy. The findings showed that, at the final reading that took place at the end of the study, student A was at the frustration level (90%), while students B and C were at the instructional level and student D had progressed to the independent reading level. Consequently, it was concluded that reading and comprehension activities based on learning styles are effective in diagnosing reading difficulties in elementary school students.
This study aims to investigate the effectiveness of the Predict-Organize-Search-Summarize-Evaluate (POSSE) reading comprehension strategy in developing the reading comprehension skills of a fourth grader diagnosed with learning diffculty. It was conducted with a student who had learning and reading comprehension difficulties in a primary school in the Western Black Sea region. The data for the study were collected in action research design. They were collected from narrative texts used in primary school grade 1, 2, 3 and 4 Turkish course textbooks, materials and activities designed in accordance with the Prediction-Examination-Summation Organization-Evaluation (POSSE) strategy, using schematic organizers and audio-video recordings. The reading level of the student was determined with a pretest using narrative texts in the 1st grade Turkish textbook. Following the 36-hour pilot trial in which 12 narrative texts were used, 59 main implementations extending over 165 hours were carried out with 40 narrative texts from grade 2, 3 and 4 Turkish textbooks. In the final stage, a posttest was carried out using the narrative texts in grade 2, 3 and 4 Turkish textbooks. The data collected in the study were analyzed with the help of the wrong analysis inventory by Haris and Sipay (1990), Ekwall and Shanker (1988) and May (1986), which had been adapted to Turkish by Akyol (2016). The results suggested that the student’s reading and reading comprehension levels increased from the level of frustrating to the level of independent reading, showing that the Prediction-Examination-Summary Organizing-Evaluation (POSSE) reading comprehension strategy was effective in improving the reading comprehension skills of the student with learning difficulty.
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