Okuma Destek Programının İlkokul Öğrencilerinin Okuma Güçlüğü Sağaltımına Etkisi

Abstract

The main purpose of the research is to develop a “Reading Support Curriculum” (RSC) for students with reading difficulties and to test the effectiveness of the developed reading support program. For this purpose, in this study, the effect of the reading support program prepared for students who do not have detectable physical and mental problems, but do not conduct appropriate reading performance to the grade level is examined. One of the experimental designs, one-group pretest-posttest model was employed in the research. It was tested whether there is a positive difference between the fluent reading, reading comprehension skill levels, reading motivation, and reading attitude levels of primary school students. Six primary school third grade students with reading difficulties constitute the study group of the study. Students with reading difficulties in the research; "False Analysis Inventory" was used to measure fluent reading and reading comprehension skills, "Reading Motivation Scale" was used to measure reading motivation, and "Reading Attitude Scale" was used to measure attitude to reading. In the study, descriptive statistics and Wilcoxon signed-rank tests were used to analyze students' fluent reading, reading comprehension skills, reading motivation, and attitude level to reading. In the research, it was found that RSC, which was prepared for students with reading difficulties: statistically significantly changed the fluent reading skills (word recognition and reading speed), reading comprehension skills, and attitude level to reading in favor of the posttest. In addition, it was determined that RSC statistically significantly increased the reading motivation level of three students out of six students who participated in the study, it did not have a positive or negative effect on one student's reading motivation level, and it changed the reading motivation level of two students in a negative way. As a result of this research, it is proved that RSC has a positive effect on fluent reading (word recognition and reading speed), reading comprehension, reading motivation, and attitudes to reading.