Abstract:

The aim of this study is to determine whether a primary-class third-class student with reading difficulties develops reading-understanding skills and whether the development of reading-understanding skills affects mathematical success. The work carried out with action research from the quality research patterns, 2018-2019 Education-Teaching year was carried out in the spring period. The study lasted 12 weeks and was completed in approximately 90 lessons hours so that it will be 4 days a week. The text used during the course of the study was selected from the Turkish Ministry of Education’s curriculum books. The student’s reading-understanding skills are being developed using repeated reading, ecological reading, Fernald technique and Wordbox strategies. The findings obtained before and after the application were analyzed according to the tables of the False Analysis Reserve and Reading Levels and Percentages. The solution has been achieved by the general lines of these results. The student's 1st and 2nd class reading level has risen from the worry level to the teaching level. The student’s level of understanding is 1. In class level text, he has risen from the level of anxiety to the level of teaching, and in class 2 he has increased while remaining in the level of anxiety again.

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