Abstract:

The aim of the research was to determine the errors of a second grade primary school student with reading difficulties in the reading process and to improve his fluent reading skills. In the research conducted with a single-subject experimental design, reading studies lasting 20 hours were conducted for this purpose, in which repeated reading and word repetition techniques were used. La Fontaine Fairy Tales were used during the studies. Research data were collected by the "Error Analysis Inventory" developed by Akyol (2010) with adaption from Haris and Sipay (1990), Ekwall and Shanker (1988) and May (1986). The reading level of the student was determined as the level of anxiety according to the result of the pre assessment. As a result of the research, it was determined that the student's pre-intervention reading level was at the “anxiety” level. It has been determined that the student made mistakes during reading that caused him to be unable to read fluently, such as misreading, skipping, reading by repetition, and adding. After the intervention, it was concluded that the student's reading errors decreased, the reading speed increased and, as a result, he progressed to the level of “teaching” in reading. Therefore, the use of repetitive reading and word repetition techniques can be recommended for students with reading difficulties and fluent reading problems.

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