Conducting and Evaluating Reading Development Studies on A Student With Fluency Reading Problems

Abstract

This study aimed to determine the effect of more than one fluent reading method and technique (repetitive reading, mumble reading, rhyming reading, reading aloud, and widening the visual spectrum) to overcome the fluent reading problem. In line with the research's purpose, the single-subject research method, one of the quantitative research methods, was used. In the study in which the criterion sampling method, one of the purposeful sampling methods, was used, a study was conducted with a fifth-grade student who was found to have a fluent reading problem. The research was carried out to do fluent reading studies for 15 lesson hours with fluent reading methods and techniques determined in the school library at one-day intervals during one lesson. The data of the research were analyzed with descriptive statistics. Although there was a mathematical improvement in the word recognition level and reading comprehension level of the student studied in the study, the student could not reach the free level and remained at the level of anxiety. The study concluded that more than one fluent reading method and technique used to solve the fluent reading problem was effective in providing mathematical progress in the student's reading speed, word recognition percentage, and prosody and in reducing some reading errors observed in the student.

The Effect of Poetry Reading Studies Based on Reading Strategies on Reading Fluent Skills

“…The results obtained within the scope of the research overlap with the research results in the related literature (Aşıkcan & Saban, 2020;Kanık Uysal & Akyol, 2019;Kesik & Efe Kesik, 2021;Kuruoğlu & Şen, 2019;Razgatlıoğlu & Ulusoy, 2022;Sağlam, Baş & Akyol, 2020). Again, when the relevant literature is examined, it has been determined that some of the studies were based on a single reading strategy (Akyol & Yıldız, 2010;Taşkaya, 2010), while some studies focused on the development of reading skills by using different reading strategies, as in the current research (Aşıkcan & Saban, 2020;Duran & Sezgin, 2012;Kaman, 2012;Rasinski, Padak, Linek & Sturtevant, 1994;Razgatlıoğlu & Ulusoy, 2022;Scheriff, 2012).…”

“…Deneysel desende tasarlanmış bazı araştırmalar okuma becerisinin geliştirilmesinde, akıcı okuma uygulamalarının önemli olduğunun altını çizmektedir (Grabe, 2004;Samuels, 2006). Bundan hareketle ilgili alanyazın incelendiğinde akıcı okuma becerilerinin geliştirilmesinde akıcı okuma strateji, yöntem ve tekniklerinin etkilerini inceleyen birçok araştırmaya rastlanmıştır (Akyol & Kodan, 2016;Akyol & Sever, 2019;Bulut, 2016;Çankal, 2018;Çayır & Balcı, 2017;Görgün, 2018;Kanık Uysal & Akyol, 2019;Kesik & Efe Kesik, 2021;Kurban, 2018;Kuruoğlu & Şen, 2019;Pircioğlu, 2016;Sağlam, Baş & Akyol, 2020;Sözen & Akyol, 2018;Uysal, 2018). Akıcı okuma becerilerinin geliştirilmesine ilişkin yapılan araştırmalarda metin türü olarak sırasıyla hikâye edici, bilgilendirici ve şiir türünde metinler kullandığı görülmüştür.…”

“…Araştırma kapsamında elde edilen sonuçlar, ilgili alanyazında yer alan araştırma sonuçlarıyla örtüşmektedir (Aşıkcan & Saban, 2020;Kanık Uysal & Akyol, 2019;Kesik & Efe Kesik, 2021;Kuruoğlu & Şen, 2019;Razgatlıoğlu & Ulusoy, 2022;Sağlam, Baş & Akyol, 2020). Yine ilgili alanyazın incelendiğinde yapılan araştırmaların bir kısmının tek bir okuma stratejisine dayalı yapıldığı tespit edilirken (Akyol & Yıldız, 2010;Taşkaya, 2010) bir kısım araştırmada ise mevcut araştırmada olduğu gibi farklı okuma stratejilerinin kullanılmasıyla okuma becerilerinin gelişimine odaklanılmıştır (Aşıkcan & Saban, 2020;Duran & Sezgin, 2012;Kaman, 2012;Rasinski, Padak, Linek & Sturtevant, 1994;Razgatlıoğlu & Ulusoy, 2022;Scheriff, 2012).…”