BİREYSELLEŞTİRİLMİŞ OKUMA PROGRAMININ DİSLEKSİ RİSKİ OLAN BİR İLKOKUL ÖĞRENCİSİNİN OKUMA BECERİLERİ ÜZERİNDEKİ ETKİSİ

Araştırmada, zihinsel, işitsel ve görsel hiçbir sorunu olmamasına rağmen okuma yetersizliği olan bir ilkokul 3. sınıf öğrencisinin bu yetersizliklerini tespit etmek ve hazırlanan bireyselleştirilmiş okuma programıyla okuma yetersizliklerini ortadan kaldırmak amaçlanmıştır. Bu amaç doğrultusunda öncelikle okuma yetersizliği hakkında ayrıntılı bilgi toplanmış, okuma güçlüğü olan öğrencilere uygulanan okuma programları incelenerek araştırmanın teorik çerçevesi oluşturulmuştur. Bu süreçte, okuma yetersizliği olan öğrenciyi yakından tanımak için kendisiyle ve annesiyle görüşmeler yapılmıştır. Bu aşamadan sonra çalışmaya konu olan öğrencinin okuma düzeyi ve okuma alanındaki yetersizlikleri belirlenmiştir. Öğrencinin akıcı okuyamadığı, yanlış okuduğu, okurken eklemeler ve atlamalar yaptığı, okuma mesafesini uygun şekilde ayarlayamadığı ve okurken çok zorlandığı tespit edilmiştir. Öğrencinin okuma düzeyi tespit edildikten sonra, ilgili literatür doğrultusunda bireyselleştirilmiş bir okuma programı hazırlanıp uygulanmıştır. Çalışma hafta içi her gün yapılmış ve toplamda 35 (otuz beş) saat sürmüştür. Çalışmanın sonucunda öğrencinin yaşadığı okuma güçlüklerinin önemli ölçüde azaldığı, ancak okuma akıcılığında istenen düzeye ulaşılamadığı görülmüştür

EFFECTS OF THE INDIVIDUALIZED READING PROGRAM ON THE READING SKILLS OF A PRIMARY SCHOOL STUDENT AT RISK FOR DYSLEXIA

This study aims to find out the disabilities of a Grade 3 student at primary school who suffers from reading disability despite having no mental, auditory and visual problems, and to eliminate reading disabilities through the individualized reading program. In parallel with this purpose, first a detailed information was collected on reading disability, and then the theoretical framework of the research was established by examining the reading programs applied to the dyslexic students. In this process, interviews were made with both the student and the student’s mother in order to better get to know the student with reading disability. After this step, both the reading level and the reading deficiency of the student studied within the scope of the study were determined. The student was found to have difficulty in reading fluently, to read incorrectly, to make additions and omissions, to fail in adjusting the reading distance appropriately and to have great difficulty in reading. Once the reading level of the student was determined, an individualized reading program was prepared and applied in accordance with the relevant literature. The study was conducted every day during the week and lasted 35 hours in total. As a result of the study, it was seen that the reading difficulties experienced by the students were decreased considerably, however the desired fluency level in reading was not attained

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