DEVELOPMENT OF THE READING SKILLS OF A SECOND GRADE STUDENT WITH READING DIFFICULTIES: AN ACTION RESEARCH STUDY

Tuğba Pürsün; Fatih Koçak

Makale detayları

DEVELOPMENT OF THE READING SKILLS OF A SECOND GRADE STUDENT WITH READING DIFFICULTIES: AN ACTION RESEARCH STUDY

Yazarlar:

Tuğba Pürsün | Fatih Koçak

Yayıncı:

Nevsehir Haci Bektas Veli University

Dergi:

Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi Vol.13 Issue 1, pp.220-238

Belge Tipi:

Makale

Yayın Tarihi:

3/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001286537

pISSN:

2149-3871

Anahtar kelimeler:

Özet:

 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, Researchers 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 students 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.

 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, Researchers 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 students 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.

 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, Researchers 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 students 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.

 Bu araştırmada okuma güçlüğü olan ikinci sınıf öğrencisinin okuma becerisinin geliştirilmesi amaçlanmıştır. Araştırma eylem araştırması olarak desenlenmiştir. Katılımcının seçiminde zihinsel, işitsel veya görsel bir probleminin olmaması şartı arandığından amaçlı örnekleme yöntemi tercih edilmiştir. Araştırma verilerinin toplanmasında Fonolojik Farkındalık Ölçeği, Formel Olmayan Okuma Envanteri, Yanlış Analizi Envanteri, Okuma Metinleri, Araştırmacının Gözlem ve Notları ve Görüşme kullanılmıştır. Katılımcının öğretim öncesinde fonolojik farkındalık düzeyinin yetersiz, akıcı okuma düzeyinin ise ENDİŞE düzeyinde olduğu belirlenmiştir. Katılımcının bu becerilerdeki düzeyi dikkate alınarak 8 hafta 48 ders saatinden oluşan bir eylem planı hazırlanmıştır. İlk 3 hafta 18 ders saati fonolojik farkındalık becerisini geliştirme etkinlikleri; geriye kalan 5 hafta 30 ders saati katılımcının tanımadığı ve karıştırdığı sesleri tanıma, hece ve kelime oluşturma etkinliklerinden başlayarak akıcı okuma becerisini geliştirme etkinliklerine yer verilmiştir. Bu süreçte birinci sınıf düzeyinde okuma metinleri seçilerek tekrarlı okuma ve eko okuma yöntemi kullanılmıştır. Öğretim sonunda öğrencinin fonolojik farkındalık becerisinin geliştiği; ENDİŞE düzeyinde olan akıcı okumasının ÖĞRETİM düzeyine yükseldiği ve eylem planının okuma becerisinin geliştirilmesinde etkili olduğu tespit edilmiştir.

Makale detayları

DEVELOPMENT OF THE READING SKILLS OF A SECOND GRADE STUDENT WITH READING DIFFICULTIES: AN ACTION RESEARCH STUDY

Yazarlar:

Tuğba Pürsün | Fatih Koçak

Yayıncı:

Nevsehir Haci Bektas Veli University

Dergi:

Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi Vol.13 Issue 1, pp.220-238

Belge Tipi:

Makale

Yayın Tarihi:

3/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001286537

pISSN:

2149-3871

Reading difficulties

Phonological awareness

Reading fluency

Okuma güçlüğü

fonolojik farkındalık

akıcı okuma

Sayı

Makale detayları

DEVELOPMENT OF THE READING SKILLS OF A SECOND GRADE STUDENT WITH READING DIFFICULTIES: AN ACTION RESEARCH STUDY

Yazarlar: Tuğba Pürsün | Fatih Koçak

Yayıncı: Nevsehir Haci Bektas Veli University

Dergi: Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi Vol.13 Issue 1, pp.220-238

Belge Tipi: Makale

Yayın Tarihi: 3/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001286537

pISSN: 2149-3871

Reading difficulties

Phonological awareness

Reading fluency

Okuma güçlüğü

fonolojik farkındalık

akıcı okuma

Sayı

Yazarlar:

Tuğba Pürsün | Fatih Koçak

Yayıncı:

Nevsehir Haci Bektas Veli University

Dergi:

Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi Vol.13 Issue 1, pp.220-238

Belge Tipi:

Makale

Yayın Tarihi:

3/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001286537

pISSN:

2149-3871