The effects of fluency-oriented reading instruction on reading skills

The aim of this study is to examine the effects of Fluency-Oriented Reading Instruction on reading skills. The study group consisted of fifth-grade students. The quasi-experimental pretest-posttest comparison group design was used in the present study and a twenty-week study program was carried out. In the experimental intervention process, the Fluency-Oriented Reading Instruction method, which is a classroom-based approach for students at different reading levels involving the collective use of multiple reading fluency methods and applications for the whole class, was applied to the experimental group. “Error Analysis Inventory”, “Reading Prosody Rubric”and, "Reading Comprehension Test" were used as data collection tools, "Personal Information Form" was used to determine demographic features, and “Self, Peer and Group Assessment Forms” were used for the students to assess themselves and their peers. The one-way analysis of variance (ANOVA) and one-way analysis of covariance (ANCOVA) were used in the analysis of the data obtained in the study. While the findings obtained revealed significant differences in favor of the experimental group in the students' narrative and informative text reading speed, reading prosody and reading comprehension scores, no significant difference was found between the experimental group and the control groups in terms of word recognition levels. The findings obtained from the present study have shown that Fluency-Oriented Reading Instruction, which is carried out with reader’s theater, paired reading, model reading with audiobooks and home reading, affects the reading performances of students.

Akıcı okuma odaklı okuma öğretiminin okuma becerilerine etkisi

Bu araştırmanın amacıakıcı okuma odaklı okuma öğretiminin okuma becerilerine etkisini incelemektir. Çalışma grubunu beşinci sınıf öğrencileri oluşturmuştur. Ön test-son test kontrol gruplu yarı deneysel desenin kullanıldığı bu araştırmada 20 haftalık bir çalışma programı yürütülmüştür. Deneysel müdahale sürecinde deney grubuna birden fazla akıcı okuma yönteminin bir arada kullanıldığı, tüm sınıfa yönelik uygulamaları içeren ve farklı okuma düzeyindeki öğrencilere yönelik sınıf temelli bir yaklaşım olan akıcı okuma odaklı okuma öğretimi uygulanmıştır. Veri toplama aracı olarak “Yanlış Analiz Envanteri”, “Okuma Prozodisi Dereceli Puanlama Anahtarı” ve "Okuduğunu Anlama Testi"; demografik özellikleri belirlemek için “Kişisel Bilgiler Formu”; öğrencilerin kendileri ve akranlarını değerlendirebilmeleri için “Öz, Akran ve Grup Değerlendirme Formları” kullanılmıştır. Araştırmada elde edilen verilerin analizinde tek faktörlü varyans analizi (ANOVA) ve tek yönlü kovaryans analizi (ANCOVA) kullanılmıştır. Araştırmadan elde edilen bulgular; öğrencilerin hem öyküleyici hem de bilgilendirici metin okuma hızı, okuma prozodisi ve okuduğunu anlama puanları arasında deney grubu lehine anlamlı farkların olduğunu gösterirken kelime tanıma düzeyi açısından deney ve kontrol grupları arasında anlamlı bir fark bulunamamıştır. Bu araştırmadan elde edilen sonuçlar; okuma tiyatrosu, eşli okuma, sesli kitaplarla model okuma ve ev okumaları ileyürütülen akıcı okuma odaklı okuma öğretiminin öğrencilerin okuma performansları üzerinde etkili olduğunu göstermiştir.

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