Abstract:

The problem of understanding it is a situation that negatively affects the performance of students in all academic fields and their educational life. The aim of this research is to determine the impact of reading before-for-for-for-thinking (TWA) 3D strategy teaching on the understanding performance that students with learning difficulties read in informative texts. For this purpose, four male students in the 4th class were diagnosed with learning difficulties. The research was carried out on the basis of the multi-start-level model between subjects from single-dimensional experimental patterns. The study found that the 3D strategy teaching conducted according to the KDSG model has an impact on the students' text understanding questions and text narration performance. In the monitoring sessions, the students have also been determined to preserve their achievements to a large extent. The data obtained shows that the strategy teaching under the KDSG model is effective in the students’ understanding of what they read. The findings are discussed on the basis of the area.

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