Year 2015, Volume 23, Issue 2, Pages 631 - 644 2015-05-15

İLKOKUL DÖRDÜNCÜ SINIF DÜZEYİNDE BİR ÖĞRENCİNİN SESLİ OKUMA AKICILIĞINI ARTIRMAYA YÖNELİK BİR UYGULAMA
A FLUENCY-BASED INTERVENTION TO IMPROVE ORAL READING FLUENCY OF A FOURTH GRADE READER

Ahmet YAMAÇ [1]

194 1400

Bu çalışmanın amacı zihinsel, görsel ve işitsel herhangi bir sorunu olmamasına rağmen okuma güçlüğü çeken Ali isimli dördüncü sınıf öğrencisinin okuma akıcılığını geliştirmektir. Doğru okuma, okuma hızı ve okuma prozodisinin ayrı ayrı değerlendirildiği bu çalışmada bu ögelerin gelişim süreci yapılan ölçümlerle betimlenmiştir. Tek denekli araştırma deseni kullanılan bu çalışmada okuma akıcılığını geliştirmek amacıyla tekrarlı okuma, eşli okuma ve kelime inşası tekniği bir arada kullanılmıştır. Çalışma, 2012-2013 eğitim-öğretim yılında Afyonkarahisar ili Gazlıgöl İlkokulu’nda gerçekleştirilmiş ve toplam 30 saat sürmüştür. Elde edilen bulgulara göre kelime tanıma becerisi endişe düzeyinden serbest düzeye, okuma hızı dakikada 20.8’den 34.2’ye ve prozodi puanı %15’den %66’ya yükselmiştir. Bu sonuçlar tekrarlı okuma, eşli okuma ve kelime inşası tekniğinin okuma akıcılığının geliştirilmesinde etkili olduğunu göstermektedir.
The aim of the present study was to improve Ali’s reading fluency. In this study, reading fluency was explored in terms of word recognition, reading rate, and reading prosody. Development process of these elements was reported using repeated measures. This study employed single-subject research design. In order to improve reading fluency, a combination of repeated reading, paired reading and word architecture were used. Intervention was implemented at Gazligol Primary School in Afyonkarahisar in 2012-2013 school year and continued for 30 hours. Ali’s level of word recognition was at a frustration level. CWPM was 20.1. Ali’s score of prosody was 15%. After 30 hours of intervention, Ali’s CWPM increased from 20 to 34.2. Ali’s level of word recognition increased to the independent reading level with 99%. For reading prosody, it increased from 15% to 66%. Repeated reading, paired reading and word architecture were found to be efficient on the development of reading fluency.
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Subjects
Other ID JA43DG76RF
Journal Section Articles
Authors

Author: Ahmet YAMAÇ
Institution: AFYON KOCATEPE ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ, İLKÖĞRETİM BÖLÜMÜ

Bibtex @ { kefdergi241427, journal = {Kastamonu Eğitim Dergisi}, issn = {}, eissn = {2147-9844}, address = {Kastamonu University}, year = {2015}, volume = {23}, pages = {631 - 644}, doi = {}, title = {İLKOKUL DÖRDÜNCÜ SINIF DÜZEYİNDE BİR ÖĞRENCİNİN SESLİ OKUMA AKICILIĞINI ARTIRMAYA YÖNELİK BİR UYGULAMA}, key = {cite}, author = {YAMAÇ, Ahmet} }
APA YAMAÇ, A . (2015). İLKOKUL DÖRDÜNCÜ SINIF DÜZEYİNDE BİR ÖĞRENCİNİN SESLİ OKUMA AKICILIĞINI ARTIRMAYA YÖNELİK BİR UYGULAMA. Kastamonu Eğitim Dergisi, 23 (2), 631-644. Retrieved from http://dergipark.gov.tr/kefdergi/issue/22599/241427
MLA YAMAÇ, A . "İLKOKUL DÖRDÜNCÜ SINIF DÜZEYİNDE BİR ÖĞRENCİNİN SESLİ OKUMA AKICILIĞINI ARTIRMAYA YÖNELİK BİR UYGULAMA". Kastamonu Eğitim Dergisi 23 (2015): 631-644 <http://dergipark.gov.tr/kefdergi/issue/22599/241427>
Chicago YAMAÇ, A . "İLKOKUL DÖRDÜNCÜ SINIF DÜZEYİNDE BİR ÖĞRENCİNİN SESLİ OKUMA AKICILIĞINI ARTIRMAYA YÖNELİK BİR UYGULAMA". Kastamonu Eğitim Dergisi 23 (2015): 631-644
RIS TY - JOUR T1 - İLKOKUL DÖRDÜNCÜ SINIF DÜZEYİNDE BİR ÖĞRENCİNİN SESLİ OKUMA AKICILIĞINI ARTIRMAYA YÖNELİK BİR UYGULAMA AU - Ahmet YAMAÇ Y1 - 2015 PY - 2015 N1 - DO - T2 - Kastamonu Eğitim Dergisi JF - Journal JO - JOR SP - 631 EP - 644 VL - 23 IS - 2 SN - -2147-9844 M3 - UR - Y2 - 2019 ER -
EndNote %0 Kastamonu Education Journal İLKOKUL DÖRDÜNCÜ SINIF DÜZEYİNDE BİR ÖĞRENCİNİN SESLİ OKUMA AKICILIĞINI ARTIRMAYA YÖNELİK BİR UYGULAMA %A Ahmet YAMAÇ %T İLKOKUL DÖRDÜNCÜ SINIF DÜZEYİNDE BİR ÖĞRENCİNİN SESLİ OKUMA AKICILIĞINI ARTIRMAYA YÖNELİK BİR UYGULAMA %D 2015 %J Kastamonu Eğitim Dergisi %P -2147-9844 %V 23 %N 2 %R %U
ISNAD YAMAÇ, Ahmet . "İLKOKUL DÖRDÜNCÜ SINIF DÜZEYİNDE BİR ÖĞRENCİNİN SESLİ OKUMA AKICILIĞINI ARTIRMAYA YÖNELİK BİR UYGULAMA". Kastamonu Eğitim Dergisi 23 / 2 (May 2015): 631-644.