The Effects of Repetitive Reading and PQRS Strategy in the Development of Reading Skill

Abstract

Problem Statements: It is a fact that there are individual differences in education and it would be wrong to expect every individual to learn at the same speed. Certain individuals have difficulty in some subjects such as reading, writing and mathematics, yet the most common such problem is difficulty in reading. Particularly, the students who fall behind others in early reading-writing periods have hardships in coding, interpretation and word acquisition. These failures often result in low motivation to learn and decreased self-esteem, and this, in turn, prevents them from making satisfactory use of educational services. For these reasons, this study focuses on the elimination of reading disabilities.Purpose of the study: The aim of this study is to investigate the effects of repetitive reading and preview-question-read-summarize (PQRS) strategies on the elimination of reading and comprehension problems of a 3 rd grader.Method: This study, which focuses on the identification of reading and comprehension problems and the elimination of such problems, can be classified as an action research. On the other hand, it is also a case study as it investigates in detail the reasons for the problems in reading and comprehension that only one subject is having. Hacer Ulu & Hayati AkyolFindings and results: At the end of the implementation process, we have seen the state of anxiety reduced to a free level. Conclusions and Recommendations:The problems students with reading disabilities are continuous. These difficulties often begin during the early years of primary school and continue in subsequent years.The identification of the strategies used to eliminate reading disabilities is expected not only to guide teachers in the teaching process but also to shed light on future studies of academicians.

Exploring the COMFORT Model for Complex Communication for Physiotherapists in Neurorehabilitation: A Critical Review

“…In general, it was found that participants understood the COMFORT principles and many considered to be important to receive training on this model. They also agreed that this framework reminds us as to what is critical when dealing in a communication process, such as including family or establishing a reciprocal dialogue, among others [59,60]. The online communication training was insufficient principally for delivering only 4 of the 7 principles to a sample composed by many different HCPs, most of them nurses and doctors [59].…”

“…The removal of the Team and Mindfulness principles in the intervention could also make students unaware of the usefulness of COMFORT and this factor might have increased the confidence and willingness of the participants. Nurses in a leadership role and a huge variety of HCPs recognized the principle of Team as a resource to break bad news (BBN) successfully and that helps with the emotional labour inherent in any contact with patients and families [42,59,60]. Moreover, the Mindfulness principle might be viewed as the decisive concept that differentiates a PCC discourse from a biomedical "self-talk".…”

“…It seemed to enhance HCPs' attitudes, skills, and knowledge about effective communication [36,42]. Research sought to determine which of the seven principles in the COMFORT model was more useful by ranking them (See Table 1) [42,59]. Nurses carrying out a leadership role aimed at determining the applicability of this framework to the common challenges identified by them.…”

“…Wittenberg-Lyles conducted research on the utility of COMFORT by delivering the content through an online platform to a range of HCPs, including nurses, doctors, and other disciplines, working in a palliative setting [59]. Post-curriculum evaluation and knowledge quizzes were used to assess program effectiveness and with the different modules a variety of perceptions arose; for instance, the communication module made them aware of active listening techniques, which are important for collecting any type of information.…”

“…Nurses displayed the greatest confidence in communication that attempted to recognize the individuality of patients with the least amount of confidence in talking with patients and families about treatment and with information beyond medical knowledge. However, physicians were more confident in helping patients to understand diagnoses than in understanding the patient's life [59]. The stroke team for early discharge (STED) requested a consultation with a psychologist due to the fact that they mainly lacked confidence to BBN consistently.…”