The Effect Of The Intervention Package Used In Developing The Reading Fluence Of Students With Learning Disabilities

Büşra Baran; Alpaslan Karabulut

Makale detayları

The Effect Of The Intervention Package Used In Developing The Reading Fluence Of Students With Learning Disabilities

Yazarlar:

Büşra Baran | Alpaslan Karabulut

Yayıncı:

Bolu Abant Izzet Baysal University

Ana Başlıklar:

Özel Eğitim ve Engelli Eğitimi (Diğer)

Dergi:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 3, pp.1699-1728

Belge Tipi:

Makale

Yayın Tarihi:

9/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001325703

pISSN:

1303-0493

Anahtar kelimeler:

Özet:

 In this study, the effect of the intervention package used in the development of reading fluency of students with learning disabilities was investigated. Three primary school second grade students who were diagnosed with learning disabilities participated in the study. In addition, if students gain reading fluency and accuracy, follow-up data on the maintenance of these skills after 3, 5 and 7 weeks, and generalization data on displaying skills to different text types were obtained. The social validity data of the research were determined by the subjective evaluation method. In the study, A multiple probe design across participants, one of the single-subject research methods, was used. The findings of the study show that model reading, repeated reading, error correction, graphical feedback, goal setting and reward strategy package are effective in increasing the reading fluency and accuracy of students with learning disabilities. All three students had an increase in reading speed and accuracy, and the level reached at the end of the strategy package was maintained in the monitoring sessions, and they were also able to generalize to different text types. When the social validity findings were examined, it was determined that positive opinions were given to the questions in general.

 In this study, the effect of the intervention package used in the development of reading fluency of students with learning disabilities was investigated. Three primary school second grade students who were diagnosed with learning disabilities participated in the study. In addition, if students gain reading fluency and accuracy, follow-up data on the maintenance of these skills after 3, 5 and 7 weeks, and generalization data on displaying skills to different text types were obtained. The social validity data of the research were determined by the subjective evaluation method. In the study, A multiple probe design across participants, one of the single-subject research methods, was used. The findings of the study show that model reading, repeated reading, error correction, graphical feedback, goal setting and reward strategy package are effective in increasing the reading fluency and accuracy of students with learning disabilities. All three students had an increase in reading speed and accuracy, and the level reached at the end of the strategy package was maintained in the monitoring sessions, and they were also able to generalize to different text types. When the social validity findings were examined, it was determined that positive opinions were given to the questions in general.

 In this study, the effect of the intervention package used in the development of reading fluency of students with learning disabilities was investigated. Three primary school second grade students who were diagnosed with learning disabilities participated in the study. In addition, if students gain reading fluency and accuracy, follow-up data on the maintenance of these skills after 3, 5 and 7 weeks, and generalization data on displaying skills to different text types were obtained. The social validity data of the research were determined by the subjective evaluation method. In the study, A multiple probe design across participants, one of the single-subject research methods, was used. The findings of the study show that model reading, repeated reading, error correction, graphical feedback, goal setting and reward strategy package are effective in increasing the reading fluency and accuracy of students with learning disabilities. All three students had an increase in reading speed and accuracy, and the level reached at the end of the strategy package was maintained in the monitoring sessions, and they were also able to generalize to different text types. When the social validity findings were examined, it was determined that positive opinions were given to the questions in general.

 Bu araştırmada, öğrenme güçlüğü olan öğrencilerin, okuma akıcılığının geliştirilmesinde kullanılan müdahale paketinin etkisi araştırılmıştır. Araştırmaya öğrenme güçlüğü tanısı almış ilkokul ikinci sınıfa devam eden üç öğrenci katılmıştır. Ayrıca öğrenciler okuma akıcılığı ve doğruluğu kazanırlarsa bu becerilerin 3, 5 ve 7 hafta sonra sürdürülmesine ilişkin izleme verileri, farklı metin türlerine beceriyi sergilemelerine yönelik genelleme verileri elde edilmiştir. Araştırmanın sosyal geçerlik verileri, öznel değerlendirme yöntemi ile belirlenmiştir. Araştırmada tek denekli araştırma yöntemlerinden Denekler Arası Çoklu Yoklama Modeli kullanılmıştır. Araştırmadan elde edilen bulgular, öğrenme güçlüğü olan öğrencilerin okuma akıcılığının ve doğruluğunun arttırılmasında model okuma, tekrarlı okuma, hata düzeltme, grafiksel dönüt, hedef koyma ve ödül müdahale paketinin üç öğrencide de etkili olduğunu göstermektedir. Öğrencilerin üçünde de okuma hızında ve doğruluğunda artış olmuş ve müdahale paketinin sonunda ulaşılan seviye izleme oturumlarında da korunmuş, ayrıca farklı metin türlerine genelleyebilmişlerdir. Sosyal geçerlilik bulguları incelendiğinde soruların geneline olumlu yönde görüş verildiği tespit edilmiştir.

Makale detayları

The Effect Of The Intervention Package Used In Developing The Reading Fluence Of Students With Learning Disabilities

Yazarlar:

Büşra Baran | Alpaslan Karabulut

Yayıncı:

Bolu Abant Izzet Baysal University

Ana Başlıklar:

Özel Eğitim ve Engelli Eğitimi (Diğer)

Dergi:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 3, pp.1699-1728

Belge Tipi:

Makale

Yayın Tarihi:

9/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001325703

pISSN:

1303-0493

Model Reading

Repeated Reading

Error Correction

Graphical Feedback

Goal Setting

Reward

Learning Disability

Reading Fluency

Reading AccuracyModel okuma

Tekrarlı okuma

Hata düzeltme

Grafiksel Dönüt

Hedef Koyma

Ödül

Öğrenme Güçlüğü

Okuma Akıcılığı

Okuma Doğruluğu

Sayı

Makale detayları

Yazarlar: Büşra Baran | Alpaslan Karabulut

Yayıncı: Bolu Abant Izzet Baysal University

Ana Başlıklar: Özel Eğitim ve Engelli Eğitimi (Diğer)

Dergi: Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 3, pp.1699-1728

Belge Tipi: Makale

Yayın Tarihi: 9/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001325703

pISSN: 1303-0493

Sayı

Yazarlar:

Büşra Baran | Alpaslan Karabulut

Yayıncı:

Bolu Abant Izzet Baysal University

Ana Başlıklar:

Özel Eğitim ve Engelli Eğitimi (Diğer)

Dergi:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.24 Issue 3, pp.1699-1728

Belge Tipi:

Makale

Yayın Tarihi:

9/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001325703

pISSN:

1303-0493