THE EFFECT OF FLUENT READING STRATEGIES ON MENTALLY RETARDED STUDENTS’ READING AND COMPREHENSION LEVEL ZİHİNSEL YETERSİZLİĞİ OLAN BİREYLERİN OKUMA VE ANLAMA DÜZEYLERİNİN GELİŞTİRİLMESİNDE AKICI OKUMA STRATEJİLERİNİN ETKİSİ
Reading and comprehension are in primary goal of mentally retarded people’s education. Comprehension depends on reading properly. The goal of this study is to evaluate the affect of reading strategies on three mentally retarded students’ reading level and fluent reading. The study was performed with activity research pattern, which is one the qualitative study methods. Validity of the study was assessed through measures that are used to enhance validity of activity research while Miles and Huberman’s criteria for internal and external reliability were used for reliability. For data collection, “Error Analysis Inventory” was used, which was designed by Haris and Sipay (1990). Moreover reading passages, 5 easy comprehension questions based on recognizing and remembering and 3 thoroughly understanding comprehension questions depends on inference and interpretation about these passages (totally 8 questions) were also used as a data collection instrument. To improve mentally retarded students fluent reading skills, every practice was recorded on camera before and after reading strategies practice for narratable and informing passages.Reading level and reading rate were determined initially in the study. Paired,shared and echo fluent reading strategies were used during the study. Records were later analysed by the researchers. Inventory was determined three type of reading level such as free level, teaching level and anxiety level. In this study, according to the data that were collected by Error Analysis Inventory, all the mentally retarded students’ reading and comprehension level were at the anxiety level before the practice of fluent reading strategies, two of them cought up the teaching level during the practices and one of them stayed at the anxiety level.
@article{2017,title={THE EFFECT OF FLUENT READING STRATEGIES ON MENTALLY RETARDED STUDENTS’ READING AND COMPREHENSION LEVEL},abstractNode={Reading and comprehension are in primary goal of mentally retarded people’s education. Comprehension depends on reading properly. The goal of this study is to evaluate the affect of reading strategies on three mentally retarded students’ reading level and fluent reading. The study was performed with activity research pattern, which is one the qualitative study methods. Validity of the study was assessed through measures that are used to enhance validity of activity research while Miles and Huberman’s criteria for internal and external reliability were used for reliability. For data collection, “Error Analysis Inventory” was used, which was designed by Haris and Sipay (1990). Moreover reading passages, 5 easy comprehension questions based on recognizing and remembering and 3 thoroughly understanding comprehension questions depends on inference and interpretation about these passages (totally 8 questions) were also used as a data collection instrument. To improve mentally retarded students fluent reading skills, every practice was recorded on camera before and after reading strategies practice for narratable and informing passages.Reading level and reading rate were determined initially in the study. Paired,shared and echo fluent reading strategies were used during the study. Records were later analysed by the researchers. Inventory was determined three type of reading level such as free level, teaching level and anxiety level. In this study, according to the data that were collected by Error Analysis Inventory, all the mentally retarded students’ reading and comprehension level were at the anxiety level before the practice of fluent reading strategies, two of them cought up the teaching level during the practices and one of them stayed at the anxiety level.},author={Galibiye ÇETREZ-- Zekiye Hande ÜNAL - İbrahim COŞKUN},year={2017},journal={The Journal of Academic Social Science Studies}}
Galibiye ÇETREZ-- Zekiye Hande ÜNAL - İbrahim COŞKUN . 2017 . THE EFFECT OF FLUENT READING STRATEGIES ON MENTALLY RETARDED STUDENTS’ READING AND COMPREHENSION LEVEL . The Journal of Academic Social Science Studies.DOI:10.9761/JASSS7264
Galibiye ÇETREZ-- Zekiye Hande ÜNAL - İbrahim COŞKUN.(2017).THE EFFECT OF FLUENT READING STRATEGIES ON MENTALLY RETARDED STUDENTS’ READING AND COMPREHENSION LEVEL.The Journal of Academic Social Science Studies
Galibiye ÇETREZ-- Zekiye Hande ÜNAL - İbrahim COŞKUN,"THE EFFECT OF FLUENT READING STRATEGIES ON MENTALLY RETARDED STUDENTS’ READING AND COMPREHENSION LEVEL" , The Journal of Academic Social Science Studies (2017)
Galibiye ÇETREZ-- Zekiye Hande ÜNAL - İbrahim COŞKUN . 2017 . THE EFFECT OF FLUENT READING STRATEGIES ON MENTALLY RETARDED STUDENTS’ READING AND COMPREHENSION LEVEL . The Journal of Academic Social Science Studies . 2017. DOI:10.9761/JASSS7264
Galibiye ÇETREZ-- Zekiye Hande ÜNAL - İbrahim COŞKUN .THE EFFECT OF FLUENT READING STRATEGIES ON MENTALLY RETARDED STUDENTS’ READING AND COMPREHENSION LEVEL. The Journal of Academic Social Science Studies (2017)
Galibiye ÇETREZ-- Zekiye Hande ÜNAL - İbrahim COŞKUN .THE EFFECT OF FLUENT READING STRATEGIES ON MENTALLY RETARDED STUDENTS’ READING AND COMPREHENSION LEVEL. The Journal of Academic Social Science Studies (2017)
Format:
Galibiye ÇETREZ-- Zekiye Hande ÜNAL - İbrahim COŞKUN. (2017) .THE EFFECT OF FLUENT READING STRATEGIES ON MENTALLY RETARDED STUDENTS’ READING AND COMPREHENSION LEVEL The Journal of Academic Social Science Studies
Galibiye ÇETREZ-- Zekiye Hande ÜNAL - İbrahim COŞKUN . THE EFFECT OF FLUENT READING STRATEGIES ON MENTALLY RETARDED STUDENTS’ READING AND COMPREHENSION LEVEL . The Journal of Academic Social Science Studies . 2017 doi:10.9761/JASSS7264
Galibiye ÇETREZ-- Zekiye Hande ÜNAL - İbrahim COŞKUN."THE EFFECT OF FLUENT READING STRATEGIES ON MENTALLY RETARDED STUDENTS’ READING AND COMPREHENSION LEVEL",The Journal of Academic Social Science Studies(2017)