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Akıcı Okuma Sürecinde Karşılaşılan Sorunların Tespiti ve Giderilmesine Yönelik Bir Durum Çalışması

A Case Study for Identifying and Overcoming the Problems Encountered During the Fluent Reading Process.

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Abstract (2. Language): 
This research aims to specify the mistakes of a third grade elementary school student who has a reading disability within a reading period and perform practices to correct these mistakes. This study has been conducted according to a holistic single case descriptive study approach. On the data acquisition level, we benefitted from the Error Analysis Inventory adapted by Akyol (2010) and created by Harris and Sipay (1990), Ekwall and Shanker (1988) and May (1986) and a video recording. Word drills, echo reading, repeated reading, shared reading and paired reading strategies were applied. Before starting the study it had been observed that the student reads quite slowly and tends to spell out, has a reading level of anxious. At the end of the study, the student’s word recognition level (94%) and comprehension level (83%) were evaluated by “Error Analysis Inventory”. As a result the student’s reading level incareased to instructional level.
Abstract (Original Language): 
Bu çalışmada, okuma güçlüğü çeken bir ilköğretim üçüncü sınıf öğrencisinin okuma sürecinde sergilediği hataların belirlenmesine ve bu hataların giderilmesine yönelik uygulamalar yapılması amaçlanmıştır. Araştırma, durum çalışması desenlerinden “bütüncül tek durum deseni”nde yürütülmüştür. Verilerin toplanması aşamasında, Akyol (2010) tarafından Haris ve Sipay (1990), Ekwall ve Shanker (1988) ve May (1986)’dan uyarlanan “Yanlış Analiz Envanteri”nden ve video kayıtlarından yararlanılmıştır. Uygulama sürecinde kelime tekrar, eko okuma, tekrarlı okuma, paylaşarak okuma, eşli okuma stratejileri kullanılmıştır. Uygulamaya başlamadan önce yapılan düzey belirleme çalışmasında öğrencinin oldukça yavaş ve heceleyerek okuduğu, okuma düzeyinin endişe düzeyinde olduğu gözlemlenmiştir. Yürütülen uygulamalar sonucunda, öğrencinin kelime tanıma düzeyi (%94) ile okuduğunu anlama düzeyi (%83) “Yanlış Analiz Envanteri” kullanılarak değerlendirilmiştir. Sonuç olarak, öğrencinin okuma düzeyinin öğretim düzeyine yükseldiği bulgulanmıştır.
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