Sinif Öğretmenleri̇ni̇n Şi̇i̇r Öğreti̇m Uygulamalari Ve Şi̇i̇r Öğreti̇mi̇ne İli̇şki̇n Görüşleri̇

Yıldız, B. Yiğit; Taşkaya, Serdarhan Musa

doi:10.19160/e-ijer.1159947

Cited by 1 publication

(1 citation statement)

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“…For example, according to the research conducted by Razgatlıoğlu and Ulusoy (2022), it was determined that as a result of activity-based poetry reading studies, there was a significant increase in the students' attitude scores towards reading, their reading aloud errors decreased and their reading speed increased. According to the research conducted by Yıldız and Taşkaya (2022), based on the opinions of classroom teachers on teaching poetry, teachers mostly have students write poems and make students read poems, use poetry most intensively in the first reading and writing process and dictation studies, and teach as an example in their classrooms. They had poetry reading practice and they determined that poetry had roles such as providing fluency in reading and writing, transferring emotions, improving speech, and providing positive and fine thinking.…”

Section: Discussionmentioning

confidence: 99%

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

Kesik

POLAT²

2023

e-ijer

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The aim of this study; The aim of this study is to examine the effects of poetry reading activities based on repetitive reading, model reading and resonant reading strategies on primary school students' reading levels, reading speeds and reading errors. For this purpose, the research was designed according to the pre-test-post-test trial model, which is one of the semi-experimental designs. The study group of the research consists of 68 primary school first grade students determined according to the criterion sampling method. Error Analysis Inventory was used as a data collection tool in the research. Analyzes were made using descriptive statistics, dependent T-Test and Wilcoxon Signed Rank Test based on the number of misread words, percentage of correct reading and reading speed. According to the results of the analysis, it was determined that the number of wrong reading words of primary school first grade students who are at the education level decreased, and their reading level and speed increased. 55% of the students at the education level started to read at the free reading level. It was determined that the number of misreading words decreased and the reading level and speed increased in the first grade primary school students at the anxiety level. 30.40% of the students at the anxiety level started reading at the free reading level, and 47.82% at the education level. It was observed that there was a mathematical increase in the reading levels of the students with the remaining anxiety level.

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Section: Discussionmentioning

confidence: 99%