International Association of Educators   |  ISSN: 2834-7919   |  e-ISSN: 1554-5210
International Journal of Progressive Education
International Association of Educators

Original article | International Journal of Progressive Education 2022, Vol. 18(1) 22-41

Reading Difficulty and Development of Fluent Reading Skills: An Action Research

Osman Gedik & Hayati Akyol

pp. 22 - 41   |  DOI: https://doi.org/10.29329/ijpe.2022.426.2   |  Manu. Number: MANU-2011-13-0001.R3

Published online: February 01, 2022  |   Number of Views: 956  |  Number of Download: 771

Save PDF

Abstract

In this study, it was aimed to remediate the reading difficulties of a fifth-grade student having no physical or mental problem but experiencing reading difficulties and to develop his skills of reading fluency. For this purpose, the repeated reading, paired reading, and word repetition techniques were used in the research process. In addition, the meaning analysis, word map and vocabulary notebook techniques were also used due to the positive effect of rich vocabulary knowledge in remediating reading difficulties and improving skills of reading fluency. This study was designed as action research, one of the qualitative research designs, and it was carried out with a fifth-grade primary school student in Sivas in the spring term of 2018-2019. The Error Analysis Inventory was used to determine reading errors. In the case study to determine the levels of reading and comprehension, it was found that the participant was at the level of frustration in the fifth, fourth and third grade texts, and at the instructional level in the second-grade text. As a result of the reading, comprehension and vocabulary development activities, the student's reading motivation, desire and self-confidence increased, and he started to detect and correct reading aloud mistakes by himself. It was observed that the participant, who was at the second-grade instructional level at the beginning, reached the independent level in the text of the third grade and the instructional level in the text of the fourth grade at the end of the study lasted for 31 class hours.

Keywords: Reading Difficulty, Reading Fluency, Vocabulary Knowledge, Reading Levels, Paired Reading, Repetitive Reading

How to Cite this Article?

APA 6th edition
Gedik, O. & Akyol, H. (2022). Reading Difficulty and Development of Fluent Reading Skills: An Action Research . International Journal of Progressive Education, 18(1), 22-41. doi: 10.29329/ijpe.2022.426.2

Harvard
Gedik, O. and Akyol, H. (2022). Reading Difficulty and Development of Fluent Reading Skills: An Action Research . International Journal of Progressive Education, 18(1), pp. 22-41.

Chicago 16th edition
Gedik, Osman and Hayati Akyol (2022). "Reading Difficulty and Development of Fluent Reading Skills: An Action Research ". International Journal of Progressive Education 18 (1):22-41. doi:10.29329/ijpe.2022.426.2.
References
  1. Acat, M. B. (2008). Anlamı Bilinmeyen Kelimelerin Öğretiminde Kavram Haritalarının Etkililiği. Eğitim Araştırmaları Dergisi,33,1-16. [Google Scholar]
  2. Akyol, H. (2015). Türkçe ilk okuma yazma öğretimi. (15.Baskı). Ankara:Pegem Akademi. [Google Scholar]
  3. Akyol, H. (2016). Türkçe öğretim yöntemleri. (8.Baskı). Ankara:Pegem Akademi. [Google Scholar]
  4. Akyol, H. (2019). Metinlerarası Öğretim ve Anlam Kurma. H. Akyol ve A. Şahin (Ed.) Türkçe Öğretimi. (s.183). Ankara: Pegem Akademi. [Google Scholar]
  5. Akyol, H., & Çetinkaya, Ç. (2009). Diagnosis and elimination of reading difficulty case study. Türkiye Sosyal Araştırmalar Dergisi, 3, 9-30. [Google Scholar]
  6. Akyol, H., Yıldırım, K., Ateş, S., Çetinkaya, Ç. & Rasinski, T. V. (2014). Okumayı Değerlendirme. (1.Baskı). Ankara: Pegem Akademi. [Google Scholar]
  7. Akyol, H., & Kayabaşı, Z. E. K. (2018). Improving the Reading Skills of a Students with Reading Difficulties: An Action Research. Egitim ve Bilim, 43(193). doi: 10.15390/EB.2018.7240 [Google Scholar] [Crossref] 
  8. Akyol, H., & Temur, T. (2007). Kelime hazinesinin geliştirilmesi. (Editörler. A. Kırkkılıç ve H. Akyol) İlköğretimde Türkçe Öğretimi,(ss. 195-232) Ankara: Pegem A Yayıncılık. [Google Scholar]
  9. Akyol, H., & Temur, T. (2006). İlköğretim üçüncü sınıf öğrencilerinin okuma düzeyleri ve sesli okuma hataları. Ekev Akademi Dergisi, 29(25), 9-274. [Google Scholar]
  10. Akyol, H., & Yıldız, M. (2010). Okuma bozukluğu olan bir öğrencinin okuma ve yazma becerisinin geliştirilmesine yönelik bir durum çalışması. 9. Ulusal Sınıf Öğretmenliği Eğitimi Sempozyumu’nda sunulmuş bildiri, Elazığ. [Google Scholar]
  11. Akyol, M., &  Baştuğ, M. (2015). Yapilandirilmiş akıcı okuma yönteminin üçüncü sınıf öğrencilerinin akıcı okuma ile okuduğunu anlama becerilerine etkisi Trakya University Journal of Social Science, 17(1). [Google Scholar]
  12. Anderson, R. C.,  Heibert, E. H., Scot, J. A. & Wilkinson, Ian A. G. (1985). Becoming a Nation of Readers: The Report of the Commission on Reading. The National Institute of Education, U.S. Department of Education. Washington,D.C. [Google Scholar]
  13. Anema, I. (2008). The relationship between fluency-based suprasegmentals and comprehension in oral and silent reading in Dutch speakers of English. City University of New York. [Google Scholar]
  14. Armbruster, B. B., Lehr, F., & Osborn, J. (2001). The research Building Blocks for Teaching Children to Read Put Reading First. The Partnership for Reading. [Google Scholar]
  15. Armbruster, B. B., Lehr, F., & Osborn, J. (2010). Put reading first:The research building blocks for teaching children to read(3th ed.). Developed by the Center fort he Improvement of Early Reading Achievement(CIERA). Washington,DC: The National Institute for Literacy(NIFL). [Google Scholar]
  16. Balcı, E. (2017). Dyslexia: definition, classification and symptoms. SDU International Journal of Educational Studies, 4(2), 166-180. [Google Scholar]
  17. Başaran, M. (2013). Okuduğunu anlamanın bir göstergesi olarak akıcı okuma. Kuram ve Uygulamada Eğitim Bilimleri,(1384), 2277-2290. [Google Scholar]
  18. Bıyık, M., & Erdoğan, T. (2017). Okumayı Etkileyen Etmenler ve Hazırlık Çalışmaları. F. S. Kırmızı ve E. Ünal (Ed.) İlk Okuma ve Yazma Öğretimi. (s.115). Ankara: Pegem Akademi. [Google Scholar]
  19. Carver, R. P., & Hoffman, J. V. (1981). The effect of practice through repeated reading on gain in reading ability using a computer-based instructional system. Reading Research Quarterly, 374-390. doi:10.2307/747408 [Google Scholar] [Crossref] 
  20. Chafouleas, S. M., Martens, B. K., Dobson, R. L., Weinstein, K. S., & Gardner, K. B. (2004). Fluent reading as the improvement of stimulus control: Additive effects of performance-based interventions to repeated reading on students' reading and error rates. Journal of Behavioral Education, 13(2), 67-81. https://doi.org/10.1023/B:JOBE.0000023656.45233.6f [Google Scholar] [Crossref] 
  21. Creswell, J. W. (2013). Araştırma Deseni. (Demir,S.B.Çev.Ed.). Eğiten Kitap. [Google Scholar]
  22. Çaycı, B., & Demir, M. K. (2006). Okuma ve anlama sorunu olan öğrenciler üzerine karĢılaĢtırmalı bir çalıĢma. Türk Eğitim Bilimleri Dergisi, 4(4), 437-456. [Google Scholar]
  23. Delican, B. (2018). Okuma Yazma Hazırbulunuşluk Ölçeğinin Geliştirilmesi. Doktora Tezi. Gazi Üniversitesi.Ankara. [Google Scholar]
  24. Dickinson, D. K., & Smith, M. W. (1994). Long-term effects of preschool teachers' book readings on low-income children's vocabulary and story comprehension. Reading research quarterly, (29), 105-122. Doi: 10.2307/747807 [Google Scholar]
  25. Ergin, M. (2013). Türk Dil Bilgisi. İstanbul: Bayrak Yay. [Google Scholar]
  26. Foil, C. R., & Alber, S. R. (2002). Fun and effective ways to build your students' vocabulary. Intervention in school and clinic, 37(3), 131-139. https://doi.org/10.1177/105345120203700301 [Google Scholar] [Crossref] 
  27. Gardner, D. (2007). Children's immediate understanding of vocabulary: Contexts and dictionary definitions. Reading Psychology, 28(4), 331-373. https://doi.org/10.1080/02702710701260508 [Google Scholar] [Crossref] 
  28. Gill, S. R. (2007). Learning about word parts with Kidspiration. The Reading Teacher, 61(1), 79-84. https://doi.org/10.1598/RT.61.1.8 [Google Scholar] [Crossref] 
  29. Gonzales, P. C., & Elijah, D. V. (1975). Rereading: Effect on error patterns and performance levels on the IRI. The Reading Teacher, 28(7), 647-652. [Google Scholar]
  30. Göçer, A. (2009). Türkçe eğitiminde öğrencilerin söz varlığını geliştirme etkinlikleri ve sözlük kullanımı. Electronic Turkish Studies, 4(4). [Google Scholar]
  31. İnce, H. G. (2006). Türkçede kelime öğretimi. Yüksek Lisans Tezi. Abant İzzet Baysal Üniversitesi, Sosyal Bilimler Enstitüsü, Bolu. [Google Scholar]
  32. Hixson, M. D., & McGlinchey, M. T. (2004). The relationship between race, income, and oral reading fluency and performance on two reading comprehension measures. Journal of Psychoeducational Assessment, 22(4), 351-364. https://doi.org/10.1177/073428290402200405 [Google Scholar] [Crossref] 
  33. Hurford, D. P., Schauf, J. D., Blaich, T., Moore, K., & Bunce, L. (1994). Early identification of children at risk for reading disabilities. Journal of learning disabilities, 27(6), 371-382. https://doi.org/10.1177/002221949402700604 [Google Scholar] [Crossref] 
  34. Jenkins, J. R., & Larson, K. (1979). Evaluating error-correction procedures for oral reading. The Journal of Special Education, 13(2), 145-156. https://doi.org/10.1177/002246697901300206 [Google Scholar] [Crossref] 
  35. Karadağ, Ö. (2019). Kelime Öğretimi. (2.Baskı). Ankara:Pegem. [Google Scholar]
  36. Karatay, H. (2007). Kelime öğretimi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 27(1), 141-153. [Google Scholar]
  37. Kurumu, T. D. (2011). Türkçe Sözlük, Ankara: Türk Dil Kurumu Yayınları: 549. [Google Scholar]
  38. Marzano, R. J. (2006). Marzano Program for Building Academic Vocabulary: Supplemental Report of Effects on Specific Subgroups (FRL & ELL Students). Marzano Research Laboratory. [Google Scholar]
  39. Marzano, R. J. (2013). The art and science of teaching the Common Core State Standards. Learning Services Marzano Center Teacher and Leader Evaluation. Retrieved from http://www. marzanocenter. com/files/Robert_Marzano_Common_Core_handout_201306, 4.MEB. (2014). Çocuk Gelişimi ve Eğitimi Öğrenme Güçlüğü Modülü. Ankara:Milli Eğitim Bakanlığı. [Google Scholar]
  40. MEB. (2018). Türkçe Öğretim Programı(1-8.Sınıflar).Ankara:Milli Eğitim Bakanlığı [Google Scholar]
  41. Mokhtari, K., & Thompson, H. B. (2006). How problems of reading fluency and comprehension are related to difficulties in syntactic awareness skills among fifth graders. Literacy Research and Instruction, 46(1), 73-94. https://doi.org/10.1080/19388070609558461 [Google Scholar] [Crossref] 
  42. National Reading Panel (US), National Institute of Child Health, & Human Development (US). (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. National Institute of Child Health and Human Development, National Institutes of Health. [Google Scholar]
  43. O'Shea, L. J., Sindelar, P. T., & O'Shea, D. J. (1987). The effects of repeated readings and attentional cues on the reading fluency and comprehension of learning disabled readers. Learning Disabilities Research, 2, 103-109. https://doi.org/10.1080/10862968509547535 [Google Scholar] [Crossref] 
  44. Özbay, M., & Melanlıoğlu, A. G. D. (2008). Türkçe eğitiminde kelime hazinesinin önemi. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 5(1), 30-45. [Google Scholar]
  45. Özkara, Y. (2010). Okuma güçlüğü olan öğrencilerin okuma düzeylerinin geliştirilmesine yönelik bir uygulama. Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, (5), 109-119. [Google Scholar]
  46. Pikulski, J. J., & Chard, D. J. (2005). Fluency: Bridge between decoding and reading comprehension. The Reading Teacher, 58(6), 510-519. https://doi.org/10.1598/RT.58.6.2 [Google Scholar] [Crossref] 
  47. Powell, L. E. (2008). The relationship between reading comprehension and oral reading fluency in third grade students. ProQuest. [Google Scholar]
  48. Rasinski, T. V. (1989). Fluency for everyone: Incorporating fluency instruction in the classroom. The Reading Teacher, 42(9), 690-693. [Google Scholar]
  49. Rasinski, T. V. (1999). Exploring a method for estimating independent, instructional, and frustration reading rates.  Reading Psychology, 20(1), 61-69. https://doi.org/10.1080/027027199278501 [Google Scholar] [Crossref] 
  50. Razon, N. (1982). Okuma alışkanlığında öğretmenlerin rolü. Eğitim ve Bilim, 7,19-23. [Google Scholar]
  51. Reutzel, D. R. (2009). Reading fluency: What every SLP and teacher should know. The ASHA Leader, 14(5), 10-13. https://doi.org/10.1044/leader.FTR1.14052009.10 [Google Scholar] [Crossref] 
  52. Reutzel, D., & Cooter Jr, R. B. (2007). Strategies for reading assessment and instruction: Helping every child succeed. International Reading Association. 800 Barksdale Road, PO Box 8139, Newark, DE 19714-8139 [Google Scholar]
  53. Rosenberg, M. S. (1986). Error-correction during oral reading: A comparison of three techniques. Learning Disability Quarterly, 9(3), 182-192. https://doi.org/10.2307/1510463 [Google Scholar] [Crossref] 
  54. Rupley, W. H., & Nichols, W. D. (2005). Vocabulary instruction for the struggling reader. Reading & Writing Quarterly, 21(3), 239-260. https://doi.org/10.1080/10573560590949368 [Google Scholar] [Crossref] 
  55. Roundy, A. R., & Roundy, P. T. (2009). The effect of repeated reading on student fluency: Does practice always make perfect. International Journal of Social Sciences, 4(1), 54-59. [Google Scholar]
  56. Sadoski, M. (2005). A dual coding view of vocabulary learning. Reading & Writing Quarterly, 21(3), 221-238. https://doi.org/10.1080/10573560590949359 [Google Scholar] [Crossref] 
  57. Samuels, S. J. (1997). The method of repeated readings. The reading teacher, 50(5), 376-381. [Google Scholar]
  58. Searfoss, L. W., Readene, J. E. and Mallette, M. H. (2001). Helping children learn to read: Creating a classroom literacy environment. USA: Pearson. [Google Scholar]
  59. Schatschneider, C., & Torgesen, J. K. (2004). Using our current understanding of dyslexia to support early identification and intervention. Journal of Child Neurology, 19(10), 759-765. https://doi.org/10.1177/08830738040190100501 [Google Scholar] [Crossref] 
  60. Sidekli, S. (2010). Eylem araştırması: İlköğretim dördüncü sınıf öğrencilerinin okuma ve anlama güçlüklerinin giderilmesi. Türklük Bilimi Araştırmaları, (27), 563-580.  [Google Scholar]
  61. Stanovich, K. E. (2005). The future of a mistake: Will discrepancy measurement continue to make the learning disabilities field a pseudoscience?. Learning Disability Quarterly, 28(2), 103-106.https://doi.org/10.2307/1593604 [Google Scholar] [Crossref] 
  62. Therrien, W. J. (2004). Fluency and comprehension gains as a result of repeated reading: A meta-analysis. Remedial and special education, 25(4), 252-261. https://doi.org/10.1177/07419325040250040801 [Google Scholar] [Crossref] 
  63. Topping, K. (1998). Commentary: Effective tutoring in America Reads: A reply to Wasik. The Reading Teacher, 52(1), 42-50. [Google Scholar]
  64. Torgesen, J. K. (1986). Computers and cognition in reading: A focus on decoding fluency. Exceptional Children, 53(2), 157-162. https://doi.org/10.1177/001440298605300208 [Google Scholar] [Crossref] 
  65. Turna, C., & Güldenoğlu, İ. B. (2019). Sesbilgisel Çözümleme Becerileri ile Sözcük Okuma Hızı ve Doğruluğu Arasındaki İlişkinin Gelişimsel Bakış Açısıyla İncelenmesi. Eğitim ve Bilim, 44(198). http://dx.doi.org/10.15390/EB.2019.7891 [Google Scholar]
  66. Türkçe Sözlük (2018). Türk Dil Kurumu Türkçe Sözlük. http://sozluk.gov.tr/  adresinden 21.04.2020 tarihinde erişilmiştir. [Google Scholar]
  67. Weinstein, K. S. (2004). Repeated reading and listening passage preview with parents as tutors: An investigation of integrity, effectiveness, and acceptability (Doctoral dissertation, University of Connecticut). [Google Scholar]
  68. Yıldırım, K., & Ateş, S. (2011). Prozodi: Anlamayı yordayan yükselen bir değer mi. Türkiye Sosyal Araştırmalar Dergisi, 15, 143-160. [Google Scholar]
  69. Yıldırım, K., & Ateş, S. (2012). Silent and oral reading fluency: Which one is the best predictor of reading comprehension of Turkish elementary students. International Journal on New Trends in Education and Their Implications, 3(4), 79-91. [Google Scholar]
  70. Yıldırım, K., & Rasinski, T. (2017). Reading fluency beyond English: Investigations into reading fluency in Turkish elementary students. International Electronic Journal of Elementary Education, 7(1), 97-106. [Google Scholar]
  71. Yıldırım, A., & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin yayıncılık. [Google Scholar]
  72. Yıldız, M. (2013). Okuma motivasyonu, akıcı okuma ve okuduğunu anlamanın beşinci sınıf öğrencilerinin akademik başarılarındaki rolü. Turkish Studies - International Periodical For The Languages, Literature and History of Turkish or Turkic, 8(4), 1461-1478. [Google Scholar]
  73. Yıldız, M. (2019). Kelime Hazinesi ve Anlama Becerilerinin Geliştirilmesi. H. Akyol ve A. Şahin (Ed.) Türkçe Öğretimi. (s.129-179). Ankara: Pegem Akademi. [Google Scholar]
  74. Yılmaz, M. (2008). Kelime tekrar tekniğinin akıcı okuma becerilerini geliştirmeye etkisi. Journal of Turkish Educational Sciences, 6(2),323-350. [Google Scholar]
  75. Young, C., & Rasinski, T. (2009). Implementing readers theatre as an approach to classroom fluency instruction. The Reading Teacher, 63(1), 4-13.  https://doi.org/10.1598/RT.63.1.1 [Google Scholar] [Crossref] 
Download
Metric
History
Related

Volume 18 Issue 1

February 2022

All Articles

International Journal of Progressive Education

International Association of Educators.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Public License.
Privacy policy     |     Terms of Use     |     Use of Cookies
Creative Commons Lisansı
© 2012 - 2024 - THDSoft e-Journal Management System.