Abstract:

In this study, it was aimed to develop the reading skills of a second-grade student with reading difficulties. The study was designed using action research methodology. The purposive sampling method was preferred since the condition of not having a mental, auditory or visual problem in the selection of the participant was sought. Phonological Awareness Scale, Informal Reading Inventory, Error Analysis Inventory, Reading Texts, Researcher's Observations and Notes, and Interviews were used to collect the research data. It was found out that the level of phonological awareness of the participant was insufficient prior to the teaching and his level of reading fluency was at the level of concern. Considering the level of the participant in these skills, an action plan consisting of 8 weeks and 48 lesson hours was prepared. Activities to develop phonological awareness skills were employed in the first 3 weeks (18 lesson hours); the remaining 5 weeks (30 lesson hours) consisted of activities to develop fluency in reading which started with recognizing sounds that the participant did not know and or had difficulties with, and forming syllables and words. In this process, reading texts at the first-grade level were selected and repetitive reading and EKO strategies were used. At the end of the instruction, the student's phonological awareness skills improved; it was determined that reading fluency level increased from concern level to teaching level and the action plan was effective in improving reading skill.

Keywords: