Journal Name:
- International Journal on New Trends in Education and Their Implications
Publication Year:
- 2012
Author Name | University of Author |
---|---|
- 2
- English
REFERENCES
Akyol, H. (2005). Teaching emergent reading and writing in Turkish. Ankara: Pegem A Publishing.
Alhaidari, M. S. (2006). The effects of using cooperative learning to promote reading comprehension,
vocabulary, and fluency achievement scores of male fourth-and fifth grade students in an Saudi Arabian school
(Unpublished doctoral dissertation). Department of Educational Leadership, Pennsylvania.
Begeny, J. C., & Martens, B. K. (2006). Assisting low-performing readers with a group based reading fluency
intervention. School Psychology Review, 35, 91-107.
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 errors rates. Journal of Behavioral Education, 13, 67–81.
Chard, D. J., Vaughn, S., & Tyler, B. (2002). A synthesis of research on effective interventions for building
fluency with elementary students with learning disabilities. Journal of Learning Disabilities, 35, 386-406.
Coonor, C. M., Morrison, F. J., Fishman, B., Giuliani, S., Luck, M., Underwood, P. S., et al. (2011). Testing the
impact of child characteristics on third graders’ reading comprehension by differentiating literacy instruction.
Reading Research Quarterly, 46, 189-221.
Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.).
California: Sage Publications.
Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative
research (2nd ed.). New Jersey: Pearson.
Devault, R., & Joseph, L. M. (2004). Repeated readings combined with word boxes phonics technique increases
fluency levels of high school students with severe reading delays. Preventing School Failure, 49, 22-27.
Faver, S. (2009). Repeated reading of poetry can enhance reading fleuncy. The Reading Teacher, 62, 350-352.
Fuchs, D., & Fuchs, L. S. (2005). Peer-assisted learning strategies: Promoting word recognition, fluency, and
reading comprehension in young children. The Journal of Special Education, 39, 34-44.
Fuchs, D., Fuchs, L. S., & Simmons, D. C. (1997). Peer-assisted learning strategies: Making classrooms more
responsive to diversity. American Educational Research Journal, 34, 174-206.
Hasbrouck, J. E., & Tindal, G. (1992). Curriculum-based oral reading fluency norms for students in grades 2
through 5. Teaching Exceptional Children, 24, 41-44.
Hoffman, J. V., & Isaacs, M. E. (1991). Developing fluency through restructuring the task of guided oral reading.
Theory into Practice, 30, 185-194.
Hudson, R. F., Lane H., & Pullen, P. (2005). Reading fluency assessment and instruction: What, why, and how?
The Reading Teacher, 58, 702-714.
Johnson, D. W., & Johnson, R. T. (1989). Cooperation and competition (2nd ed.). Minnesota: Interaction.
Johnson, D.W., & Johnson, R. T. (1999). Making cooperative learning work. Theory into Practice, 38, 67–73.
Johnson, D.W., & Johnson, R.T. (1981). Effects of cooperative and individualistic learning experiences on
interethnic interaction. Journal of Educational Psychology, 73, 444-449.
Jollifie, W. (2007). Cooperative learning in the classrooms. London: Paul Chapman Publishing.
Kagan, S. (1989). The structural approach to cooperative learning. Educational Leadership, 47, 12-15.
Kagan, S. (1992). Cooperative learning. Paseo Espada: Resources for Teachers.
Kagan, S. (1994). Cooperative learning. California: Kagan Cooperative Learning.
Kagan, S., & Kagan. M. (1998). Multiple intelligences: The complete MI book. San Clemente: Kagan Publishing.
Kapulu, A., & Karaca, A. (2005). Fifth-grade Turkish language course teacher edition. Ankara: Koza Publishing.
Karafilik, F., Degirmenci, G., Bilkan, N., & Ozden, N. (2005). Elementary school Turkish language course teacher
edition. Ankara: Harf Publishing.
Koskinen, P. S., & Blum, I. H (1986). Paired repeated reading: A classroom strategy for developing fluent
reading. The Reading Teacher, 40, 70-75.
Koskinen, P. S., Blum, I. H., Bisson, S. A., Phillips, S. M., Creamer, T. S., & Baker, T. K. (1996). Shared reading,
books, and audiotapes: Supporting diverse students in school and at home. The Reading Teacher, 52, 430-444.
Kuhn, M. R., & Stahl S. A. (2000). Fluency: A review of developmental and remedial practices. Ann Arbor, MI:
Center for the Improvement of Early Reading Achievement.
Kuhn, M. R., & Stahl, S. A. (2003). Fluency: A review of development and remedial practices. Journal of
Educational Psychology, 95, 3-21.
Mastropieri, M. A., Leinart, A. M., & Scruggs, T. E. (1999). Strategies to increase reading fluency. Intervention in
school & Clinic, 34, 278-285.
Morgan, R., & Lyon, E. (1979). Paired reading-a preliminary report on an technique for parental tuition of
reading-retarded children. Journal of Child Psychology and Psychiatry, 20, 151-160.
Moskal, M. K. (2006). Student self-managed repeated reading: successful fluency development for disfluent
readers. Illinois Reading Council Journal, 34, 3-11.
Ministry of National Education. (2005). The elementary school Turkish class teaching program and guidance.
Ankara: Government Books Press.
National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel:
Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its
implications for reading instruction (NIH Publication No. 00–4769). Washington, DC: U.S. Government Printing
Office.
Nelson, J. S., Alber, S. R., & Gordy, A. (2004) Effects of systematic error correction and repeated readings on the
reading accuracy and proficiency of second graders with disabilities. Education and Treatment of Children, 27,
186-198.
Opitz, M. F., & Rasinski, T. V. (2008). Good–bye round robin (2nd ed.). Portsmouth: Heinemann.
Padak, N. D., & Rasinski, T. V. (2004). Fast start: A promising practice for family literacy programs. Family
Literacy Forum, 3, 3-9.
Rasinski, T. V. (1989). Fluency for everyone: incorporating fluency instruction in the classroom. The Reading
Teacher, 42, 690–693.
Rasinski, T. V. (1990a). Investigating measures of reading fluency. Educational Research Quartely, 14, 37-44.
Rasinski, T. V. (1990b). Effects of repeated reading and listening-while-reading on reading fluency. Journal of
Educational Research, 83, 147-150.
Rasinski, T.V. (2003a). Reading first: Fluency is fundamental. Instructor, 113, 15-20.
Rasinski, T. V. (2003b). The fluent reader: oral reading strategies for building word recognition, fluency, and
comprehension. New York: Scholastic.
Rasinski, T. V. ( 2004). Creating fluent readers. Educational Leadership, 61, 46-51.
Rasinski, T. V. (Ed.). (2009). Essential readings on fluency. Newark, DE: International Reading Association.
Rasinski, T. V., & Hoffman J. V. (2003). Oral reading in the school reading curriculum. Reading Research
Quarterly, 38, 510–522.
Rasinski, T. V., & Padak, N. D. (2001). From phonics to fluency: Effective teaching of decoding and reading
fluency in the elementary school. New York: Addison Wesley Longman.
Rasinski,T. V., & Padak, N. D. (2005). Three-minute reading assessments: Word recognition, fluency &
comprehension 5-8. New York: Scholastic.
Rasinski, T. V., Padak, N. D., & Fawcett, C. (2010). Teaching children who find reading difficult (4th ed.). Boston:
Allyn & Bacon.
Rasinski, T. V., Padak, N. D., Linek, V., & Sturtevant, E. (1994). Effects of fluency development on urban secondgrade readers. Journal of Educational Research, 87, 158-165.
Rosenblatt, L. M. (1978). The reader, the text, the poem: The transactional theory of the literary work.
Carbondale, IL: Southern Illinois University Press.
Rosenblatt, L. M. (1982). The literary transaction: Evocation and transaction. Theory into Practice, 21, 268-277.
Samuels, S. J. (1979). The method of repeated readings The Reading Teacher, 32, 403-408.
Sharan, S. (1980). Cooperative learning in small groups: Recent methods and effects on achievement attitudes
and ethnic relations. Review of Educational Research, 50, 241–271.
Short, K. G. (1986). Liteacy as a colloborative experience (Unpublished doctoral dissertation). Indiana
University, Indiana.
Slavin, R. E. (1983). When does cooperative learning increase student achievement? Psychological Bulletin, 94,
429-445.
Slavin, R. E. (1990a). Cooperative learning. Boston: Allyn & Bacon.
Slavin, R. E. (1990b). Cooperative learning. Review of Educational Research, 50, 315-342.
Slavin, R. E. (1991). Synthesis of research on cooperative learning. Educational Leadership, 48, 71-82.
Slavin, R. E. (1995). Cooperative Learning: Theory, research, and practice (2nd ed.). Boston: Allyn and Bacon.
Slavin, R. E. (1999). Comprehensive approaches to cooperative learning. Theory into Practice, 38, 74-79.
Stevens, R. J., Madden, N. A., Slavin, R. E., & Farnish, A. M. (1987). Cooperative learning integrated reading and
composition: Two field experiments. Reading Research Quarterly, 22, 433-454.
Slavin, R. E., Leavey, M. B., & Madden, N. A. (1984). Combining cooperative learning and individualised
instruction: Effects on student mathematics achievement, attitudes, and behaviours. The Elementary School
Journal, 84, 409–422.
Slavin, R. E., Lake, C., Chambers, B., Cheung, A., & Davis, S. (2009). Effective reading programs for the
elementary grades: A best-evidence synthesis. Review Educational Research, 79, 1391-1466.
Stevens, R. J., & Slavin, R. E. (1995). Effects of cooperative learning approach in reading and writing on
academically handicapped and nonhandicapped students. The Elementary School Journal, 95, 241-262.
Tarim, K. (2009). The effects of cooperative learning on preschoolers’ mathematics problem-solving ability.
Educ Stud Math, 72, 325-340.
Therrien, W. J. (2004). Fluency and comprehension gains as a result of repeated reading: A meta-analysis.
Remedial and Special Education, 25, 252–261.
Therrien, W. J., & Kubina, R. M. (2006). Developing reading fluency with repeated reading. Intervention in
School and Clinic, 41, 156-160.
Therrien, W. J., Wickstrom, K., & Jones, K. (2006). Effect of a combined repeated reading and question
generation intervention on reading achievement. Learning Disabilities Research & Practice, 21, 89–97.
Tindal, G. A., & Hasbrouck, J. (2006). Oral reading norms: A valuable assessment tool for reading teachers. The
Reading Teacher, 59, 636-644.
Topping, K. (1989). Peer tutoring and paired reading: Combining two powerful techniques. The Reading
Teacher, 42, 488-494.
Turkce dersi 1-5 siniflari ile ilgili etkinlik ornekleri [Examples of activity used in Turkish language course from
first-grade through fifth-grade]. (n.d.). Retrieved from http://ttkb.meb.gov.tr/ogretmen/
Ulusoy, M. (2006). Evaluation of textbook difficulty and adaptation strategies used in Turkish elementary
schools (Unpublished doctoral dissertation). University of Missouri, Urbana-Illinois-America.
Ulusoy, M. (2008). Evaluating sixth graders’ reading levels with different cloze formats. Eurasian Journal of
Educational Research, 131, 115-133.
Valleley, R. J., & Shriver, M. D. (2003). An examination of the effects of repeated reading with secondary
student. Journal of Behavioral Education, 12, 55-76.
Vaughn, S., Chard, D. J., Bryant, D. P., Coleman, M., Jean-Tyler, B., Linan-Thomson, S., & Kouzekanani, K. (2000).
Fluency, and comprehension interventions for third-grade students. Remedial and Special Education, 21, 325-
335.
Walczyk, J. J., & Griffith-Ross, D. A. (2007). How important is reading skill fluency for comprehension? The
Reading Teacher, 60, 560-569.
Welsch, R. G. (2006). Increase oral reading fluency. Intervention in School and Clinic, 41, 180-183.
Yilmaz, M. (2008). Effects of word drill technique on reading fluency. Journal of Educational Sciences, 6, 323-
350.
Yildiz, M., Yildirim, K., Ates, S., & Cetinkaya, C. (2009). An evaluation of the oral reading fluency of 4
th
graders
with respect to prosodic characteristic. International Journal of Human Sciences, 6, 353-360.
Yildirim, K., Yildiz, M., Ates, S., & Cetinkaya, C. (2009). Effect of prosodic reading on listening comprehension.
World Applied Sciences Journal, 7, 744-747.
Yovanoff, P., Duesbey, L., Alonzo, J., & Tindal, G. (2005). Grade-level invariance of a theoretical causal structure
predicting reading comprehension with vocabulary and oral reading fluency. Educational measurement: Issues
and Practice, 24, 4-12.
Yurick, A. L., Robinson, P. D., Cartledge, G., Lo, Y., & Evans, T. L. (2006). Using peer-mediated repeated readings
as a fluency-building activity for urban learners. Education and Treatment of Children,