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Bu araştırmada akıcı okuma probleminin giderilmesinde kullanılan birden fazla akıcı okuma yöntem ve tekniğinin (tekrarlı okuma, mırıltılı okuma, kafiyeli okuma, sesli okuma ve görme yelpazesini genişletme) etkisini belirlemek amaçlanmıştır. Araştırmada birden fazla akıcı okuma yöntem ve tekniğinin bir öğrencinin kelime tanıma düzeyi, okuduğunu anlama düzeyi, okuma hızı, kelime tanıma yüzdesi ve prozodisini geliştirmedeki etkisi belirlenmeye çalışılmıştır. Araştırmanın amacı doğrultusunda nicel araştırma yöntemlerinden tek denekli araştırma yöntemi kullanılmıştır. Amaçlı örnekleme yöntemlerinden ölçüt örnekleme yönteminin kullanıldığı araştırmada, akıcı okuma sorunu olduğu tespit edilen beşinci sınıf öğrencisi ile çalışma yapılmıştır. Araştırmada Akyol’un (2003) Ekwall ve Sahanker’den (1988) uyarladığı “Yanlış Analizi Envanteri”, Yıldırım, Yıldız ve Ateş’in (2009) Zutell ve Rasinski’den (1991) uyarladığı “Okuma Prozodisi Rubriği” ve Akyol, Rasinski, Yıldırım, Ateş ve Çetinkaya’nın (2014) Rasinski ve Padak’tan (2005) uyarladığı “Okuduğunu Anlatmayla Okuduğunu Anlamayı Değerlendirme Rubriği” öğrenciye araştırma öncesi ve sonrası uygulanmıştır. Araştırma birer gün arayla okul kütüphanesinde belirlenen saatlerde bir ders saati süresince belirlenen akıcı okuma yöntem ve teknikleriyle akıcı okuma çalışmaları yapmak amacıyla 15 ders saati yapılmıştır. Araştırmanın verileri betimsel istatistiklerle analiz edilmiştir. Araştırmada çalışma yapılan öğrencinin kelime tanıma düzeyi ve okuduğunu anlama düzeyinde matematiksel olarak bir ilerleme olsa da öğrenci serbest düzeye geçemeyip endişe düzeyinde kalmıştır. Araştırmada akıcı okuma sorunun giderilmesinde kullanılan birden fazla akıcı okuma yöntem ve tekniğinin öğrencinin okuma hızı, kelime tanıma yüzdesi ve prozodisinde matematiksel olarak ilerleme sağlamada ve öğrencide görülen bazı okuma hatalarını azaltmada etkili olduğu sonucuna ulaşılmıştır.
This study aims to identify the effects of multiple fluid reading methods and techniques used to solve the problem of fluid reading (recurrent reading, narrow reading, narrow reading, voice reading, and the extension of the range of vision). In the study, a number of fluid reading methods and techniques have been attempted to determine the impact of a student’s level of word recognition, level of understanding what he read, reading speed, word recognition percentage and prozodic development. For the purpose of the research, the only parallel research method was used from the quantum research methods. In the study using the measurement sampling method from targeted sampling methods, the study was conducted with a fifth class student who was found to have a fluid reading problem. In the study, Akyol (2003) adapted from Ekwall and Sahanker (1988)'s "False Analysis Inventory", the "Read Prozodic Rubric" adapted by Lightning, Star and Fire (2009) from Zutell and Rasinski (1991) and the "Akyol, Rasinski, Lightning, Fire and Chetinkaya (2014) adapted by Rasinski and Padak (2005)'s "Evaluation Rubric" adapted to the student's research before and after. The research was carried out for 15 hours of study in order to conduct fluid reading studies with fluid reading methods and techniques specified during a class hour in the school library on a daily basis. The data of the study was analyzed with visual statistics. Although the study is a mathematically advancement in the level of the student’s word recognition and understanding that he is reading, the student is unable to move to the level of freedom and remains at the level of concern. The study found that a number of fluid reading methods and techniques used in solving the fluid reading problem were effective in providing mathematical progress in the student’s reading speed, word recognition percentage and prozod, and in reducing some reading errors seen in the student.
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. The study tried to determine the effect of more than one fluent reading method and technique on improving a student's word recognition level, reading comprehension level, reading speed, word recognition percentage, and prosody. 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. In the study, Akyol's (2003) "Mistake Analysis Inventory" adapted from Ekwall and Sahanker (1988), "Reading Prozody Rubric" adapted by Yıldırım, Yıldız, and Ateş (2009) from Zutell and Rasinski (1991) and Akyol, Rasinski The “Rubric of Evaluating Reading Comprehension by Explaining Reading” adapted by Yıldırım, Ateş, and Çetinkaya (2014) from Rasinski and Padak (2005) was applied to the student before and after the research. 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.
Alan : Eğitim Bilimleri; Filoloji; Sosyal, Beşeri ve İdari Bilimler
Dergi Türü : Uluslararası
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