Abstract:

Primary school, that is, basic education, is a period in which individuals acquire reading skills. Within the scope of reading skills, students must first read fluently. There are various components of fluent reading. Prosody is one of these components. This study aims to improve the prosodic reading skills of gifted primary school students who continue their education at the science and art center. Action research, one of the qualitative research designs, was preferred in the research. The study group of the research consisted of eight primary school students studying in a science and art center in Bursa in the fall semester of the 2023-2024 academic year. An easily accessible sample method was preferred in sample selection. The action plan study took eight weeks. Prosodic Reading Scale, narrative texts, and reflective diaries were used as data collection tools in the study. In the study, paired reading and neurological impact methods were used to improve the prosodic reading skills of primary school students. According to the research results, it was determined that the prosodic reading levels of the students increased. In addition, this study revealed that the use of more than one method was effective in the development of students' prosodic reading skills. In this regard, based on the results of this research, it is recommended to use more than one method in the development of primary school students' prosodic reading skills.

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