Özet:

Today, students are expected to perform with higher academic qualification rates than ever before. Fluent reading is a basic skill for reading and writing; as a result, students with poor reading skills are at risk of experiencing a series of negative experiences in the school environment and within the community. The independent variable of the research is three different repeated reading strategies. These are repeated reading, repeated reading that the teacher makes the first reading and repeated reading after the study. The fluency of reading creates the dependent variable of research. In this study, convertible applications adapted from comparable single-dimensional research models have been used. The participant, who repeats classes and has been diagnosed with attention deficiency and hyperactivity, is a male student who continues to the fifth class in primary school. In this study, the methods of repeated reading include repeated reading, repeated reading by the teacher for the first reading and repeated reading after the study, the method of repeated reading after the study as the most effective between repeated reading. The number of correct words the participant read in a minute was determined to be above 80 in the application process at the starting level of 20. Knowing the letters, however, combining the letters within the classroom, in cases where the reading of the words, words and sentences is insufficient, the student is considered to be part of the appropriate strategies in the acquisition of fluid reading skills by making additional practices, returning to the stage in which the difficulty is experienced.