Özet:

The study was aimed at contributing to the benefits of reading with oral repetitions while teaching English to autism children and through these findings to the ability of English teachers to create curricula by developing English teaching materials. The number of people with autism spectrum disorder is increasing every day, and moreover, many of these individuals have to continue studying with normal students in public schools. This study was conducted with 3 male students who studied in a primary school in Turkey, diagnosed with slight autism by doctors but with speech-read disorder. These students are recognized as slightly-mediate degree autism by the pediatrist and their ages are in the form of 8, 9 and 8 respectively. The researcher combined the Dolch Side Word Test and the Woodcock-Jonhson Test to measure the reading and learning skills of these autistic students. Here the student's reading performance is also aimed at evaluating their cognitive processes. The results are formulated using Word Recognition (WR). Finally, autism students used the Gickling and Armstrong recognition technique to recognize their learning levels. The results of the study showed that oral repeated readings can be used as an effective method for autistic students to enhance their ability to speak and understand English in a particular text and their overall fluency and understanding skills in English.

Özet:

The study was conducted to determine the effectiveness of oral repeated reading on children with autism while teaching English. Its findings might serve as a basis for the development of reading instructional materials in English and help English teachers prepare related lesson plans for such impaired students. Every day the number of people with ASD is increasing and what’s more, most of them should go on studying with their disabled peers in public schools. The researcher only ventured to study 3 male student respondents enrolled in a Primary School in Turkey who were medically diagnosed with autism with speech disfluencies and learning / reading comprehension problems. The researcher combined Dolch Sight Word Test and the Woodcock – Johnson Test to measure their reading and learning abilities. It was aimed to evaluate students’ cognitive processes as well as their reading performance. The results were calculated by the Word Recognition (WR) test formula and displayed on tables. Finally, to determine CWA’s reading levels Gickling and Armstrong measuring technique was used. Test results of the study showed that oral repeated reading technique can be effectively used with such children to increase their reading fluency and comprehension of the vocabulary in English and as an intervention to increase overall fluency.

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