Çoklu Duyusal Öğrenme’nin Disleksi Riski Olan Bir İlkokul 4. Sınıf Öğrencisinin Fonolojik Farkındalık Becerisine Etkisi

Bu çalışmada; zihinsel, işitsel ve görsel bir engeli olmamasına rağmen okuyamayan bir ilkokul 4.sınıf öğrencisinin fonolojik farkındalığını arttırmak amaçlanmıştır. Bu amaç doğrultusunda ilgili literatür taranmış ve kavramsal bir çerçeve oluşturulmuştur. Bu öğrenciye; ilk aşamada harf, hece ve kelime okuma becerisi, ikinci aşamada ise akıcı okuma becerisi kazandırmak amaçlanmış, Çoklu Duyusal Öğrenme temelli bir okuma eğitimi programı hazırlanmıştır. Seçilen denek; çalışma öncesinde, harf, hece ve kelimeleri okuyamamaktadır. Öğrenciye okuma becerisi kazandırmak ve akıcı okumasını geliştirmek için; görsel, is?itsel, kinestetik/dokunsal stratejileri es? zamanlı olarak is?e koşan okuma çalışmalarından yararlanılmıştır. Çalışma hafta içi her gün yapılmış ve 32 saat sürmüştür. Çalışma sonunda öğrencinin; harf, hece ve kelime okuma becerilerinin gelişiminde önemli ölçüde başarı sağlandığı ve okuyabildiği gözlemlenmiştir. Öğrenci, kelime anlama düzey ve yüzdeliğini belirleme tablosundan %90'ın altında puan alarak akıcı okuma becerisinde endişe düzeyinde kalmıştır

The Impact of Multiple Sensory Learning in Increasing the Phonological Awareness of a 4th Grade Student with Dyslexia

This study aims to improve the phonological awareness of a 4th grade student who cannot read even though she has no mental, auditory, and visual disability. For this purpose, a literature review was done and a conceptual framework was formed. In the first stage, letter, syllable, and word reading knowledge were aimed to be taught; in the second stage, fluent reading was aimed to be taught, and a multisensory reading basic reading program was designed. The subject was not able to read individual letters, syllables, and words prior to the study. In order to help the student acquire the ability to read and develop fluent reading, visual, auditory, kinesthetic/tactile strategies were used, and fluent reading activities were used simultaneously. The study was carried out every day during the week and lasted 32 hours. At the end of the study, it was observed that significant progress was achieved in the development of the student’s letter, syllable, and word reading skills and that she was able to read. The student scored below 90% in the word comprehension level and percentage identification scale and remained at the level of concern in terms of fluent reading

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