Effects of choral, repeated and assisted reading strategies on reading and reading comprehension skills of poor readers

dc.authorid37017090400
dc.authorid35118537600
dc.contributor.authorKodan H.
dc.contributor.authorAkyol H.
dc.date.accessioned20.04.201910:49:12
dc.date.accessioned2019-04-20T21:43:11Z
dc.date.available20.04.201910:49:12
dc.date.available2019-04-20T21:43:11Z
dc.date.issued2018
dc.departmentBayburt Üniversitesien_US
dc.description.abstractThe main objective of this study was to explain the effects of choral, repeated and assisted reading strategies on fluent reading and reading comprehension skills of poor readers. The research was conducted with the single-subject research method and the multiple-subject model. The study group was consisted of six students who experience reading difficulties. The study was carried out in 90 hours. In the preliminary test, fluent reading and reading comprehension levels and reading mistakes of the students were determined. In this test, fluent reading level was lower than%89 and reading comprehension level was lower % 70, which showed that the students were at the Anxiety Level in both levels. During the study, choral, repeated and assisted reading strategies together had contributed to developments of the students’ fluent reading and reading comprehension skills both in the informative and the narrative texts. The data obtained during the research were analyzed by the Wilcoxon Signed-Rank Test. When examining the pre- and post assessment results, it was found that there was a significant difference between the word recognition percentages, number of incorrect words, number of words per minute, and the reading comprehension percentages in the informative text. In addition, it was articulated that there was a significant difference between the word recognition percentages, number of incorrect words, and the reading comprehension percentages in the narrative text. However, it was not found a significant difference between the numbers of words per minute in the narrative text. The data obtained at the end of the study shows that choral, repeated and assisted reading strategies have positive effects on the fluent reading and reading comprehension skills of the poor readers. © 2018 Turkish Education Association. All rights reserved.en_US
dc.identifier.doi10.15390/EB.2018.7385
dc.identifier.endpage179
dc.identifier.issn1300-1337
dc.identifier.issue193
dc.identifier.scopus2-s2.0-85044537976en_US
dc.identifier.scopusqualityQ3en_US
dc.identifier.startpage159
dc.identifier.urihttps://dx.doi.org/10.15390/EB.2018.7385
dc.identifier.urihttps://hdl.handle.net/20.500.12403/436
dc.identifier.volume43
dc.identifier.wosWOS:000428112100009en_US
dc.identifier.wosqualityQ4en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherTurkish Education Association
dc.relation.ispartofEgitim ve Bilimen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectFluent reading
dc.subjectReading
dc.subjectReading comprehension
dc.subjectReading strategies
dc.subjectFluent reading
dc.subjectReading
dc.subjectReading comprehension
dc.subjectReading strategies
dc.titleEffects of choral, repeated and assisted reading strategies on reading and reading comprehension skills of poor readersen_US
dc.typeArticleen_US

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