Sesli okuma hatalarının tekrarlı okuma yöntemiyle düzeltilmesi

Bu araştırmada ilköğ retim 3. sı nıf öğ rencilerinin sesli okuma hataları nı düzeltmede tekrarlı okuma yönteminin etkisi incelenmiştir. Araştırma, Ankara’da İhsan Aras İlköğ retim Okulu ve Şiinasi İlköğ retim Okulundan araştırmanın amacı na uygun olarak seçilen 4 öğrenciyle yürütül - müştür. Seçilen öğrenciler zekâ, işitsel ve görsel yönden herhangi bir problemi olmaması na rağmen okuma güçlüğü bulunan öğrencilerdir. Okuma seviyesi tespit edilen her bir öğrenciye haftada 4 saat olmak üzere toplam 48 saat tekrarlı okuma yöntemi kullanı larak öğretim sunulmuştur. Öğretim haftada 2 oturum hâlinde 3 ay devam etmiş ve 24 oturumda tamamlanmı ştır. Uygulama, Talim Terbiye Kurulu Başkanlığı tarafından onaylı ilköğre - tim 2. sınıf Türkçe ders kitaplarından seçilen 24 hikâye türü okuma metni ile ya - pılmıştır. İşlemler, bireysel olarak sessiz bir ortamda yapılmıştır Tekrarlı okuma yöntemi ile sunulan 3 aylık bir eğitimin sonunda öğrencilerin okuma hatalarında önemli derecede bir azalma olduğu görülmüştür.

Oral reading errors correcting with repeated reading method

In this research, effect of repeated reading method is examined in correcting oral reading errors of primary school third grade students. Research is carried out with 4 students elected in proper with the aim of the research from İhsan Aras Primary School and Şinasi Primary School in Ankara. Despite not having any problems with aspects of mentality, auditory and visual, chosen students have reading difficulties. Each week four hours education total 48 hours using repeated reading method, is implemented to every student whose reading level is found. Education is continued 2 sessions for a week in 3 months and finished in 24 sessions. The application is perfomed with 24 story reading texts chosen from primary school Turkish second grade class texbooks certified by Chairmanship of Teaching and Education Commission. The procedures is performed individually in a quiet environment. After 3 months education period with repeated reading method, a significant decline at students’s reading errors were determined.

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