Abstract:

The aim of this study is to study the impact of poetry reading studies based on repeated reading, model reading and reflective reading strategies on primary school students’ reading levels, reading speeds and reading errors. According to this purpose, the research is designed according to the pre-test-final test model from semi-experimental patterns. The study’s work group consists of 68 primary school first-class students determined according to the measurement sampling method. In the research, the error analysis inventory has been used as a data collection tool. Based on the number of words wrongly read, the correct reading percentage and the reading speed data, visual statistics, dependent T-Test and Wilcoxon Signed sequence test were analyzed. According to the results of the analysis obtained, the number of false reading words of primary school students at teaching level has been reduced, the level of reading and the speed of reading has increased. 55% of students at the teaching level have begun to study at the free reading level. The level of concern has also been found that the number of erroneous reading words of primary school students has decreased, the level of reading and the speed of reading has increased. 30.40% of students at the level of concern began studying at the level of free reading and 47.82% at the level of teaching. The remaining level of concern has been observed as a mathematically increase in the level of reading of students. According to this conclusion, classmates can make fluid reading work to students with fluid reading problems at different classes of primary school through a variety of fluid reading strategies, methods and techniques using poetic kind of texts.

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