Effect of Poems Read with Fluent Reading Strategies on Reading Comprehension Skills of Primary School Students With and Without Giftedness

Abdulkadir SAĞLAM

Abstract


The aim of this research is to examine the effect of poems read by using chorus reading, repeated reading and echo (echoing) reading strategies, which are one of the fluent reading strategies, on the reading comprehension ability of primary school third grade students with and without gifted diagnosis. In accordance with this purpose, the study, which was carried out according to the experimental design with pretest-post-test control group, was carried out with a total of 39 students who attended the third grade, who were (18) gifted students and those who were not (21) as gifted. A total of 60 sessions of experimental applications lasting 20 minutes were carried out separately for both students with a diagnosis as gifted and for students without a diagnosis of as gifted. The False Analysis Inventory was used as a data collection tool. The obtained data were analysed in accordance with the Wrong Analysis Inventory evaluation criteria; Wilcoxon Signed Rank Test analysis was performed to decipher the significant difference between the pretest-post-test scores. As a result of the study, it was seen that reading poetry by using choir reading, repetitive reading and echo/echoing reading strategies from fluent reading strategies improved the reading comprehension skills of both students with a gifted and primary school third grade students without a diagnosis as gifted. This development was higher in students with a diagnosis as gifted than in students without a diagnosis as gifted.

Keywords


Poetry, Reading Comprehension, Student with Gifted, Student Without a Diagnosis Gifted

Full Text:

PDF

References


Abilock, D. (1999). Librarians and gifted readers: Myths and facts. Knowledge Quest, 30-35.

Aksoy, Y. (2013). Boy and ballonist. [Online: http://www.butundunya.com/pdfs/2013/10/137-139.pdf], Erişim tarihi: 21.10.2019.

Akyol, H. (2008). Turkish teaching methods. Pegem A Publishing

Akyol, H. (2012). Turkish primary reading and writing teaching. Pegem A Publishing

Akyol, H. (2019). Turkish teaching methods suitable for the program. Pegem A Publishing

Ataman, A. (2003). Gifted/gifted children. A. Ataman (Ed.), In Children with special needs and access to special education (pp. 13-28). Gündüz Education and Publishing

Ataman, A., Dağlıoğlu, E., & Şahin, F. (2014). Things to know about the gifted and talented. Vize Publishing.

Ataş, M. S. (2021). Investigation of reading comprehension strategies of gifted and unidentified 4th grade students [Unpublished doctoral thesis]. Hacettepe University, Ankara.

Ay, A. (2018). The effect of using letter and poetry as writing to learn activities on student success in social studies program [Unpublished doctoral thesis]. Erzincan University, Erzincan.

Baş, Ö. (2013). A case study on reading skill of a five-years-old child who is supposed to be gifted. Mediterrannean Journal of Educational Research, 14, 47-52.

Baştuğ, M., & Akyol, H. (2012). The level of prediction of reading comprehension by fluent reading skills, Journal of Theoretical Educational Science, 5(4), 394-441.

Baştuğ, M. (2014). The structural relationship of reading attitude, reading comprehension and academic achievement. International Journal Social Science & Education, 4(4), 931-946.

BİLSEM Directive (2022). Science and Art Centers Directive. Journal of Notifications of the Ministry of National Education, no: 2782.

Bulut, B., & Ertem, İ. S. (2021). Comparison of the reading comprehension processes of good and poor readers by think-aloud method. Hacettepe University Journal of Education, 36(1), 53-72.

Büyüköztürk, Ş., Çokluk, Ö., & Köklü, N. (2018). Statistics for the social sciences. Pegem A Publishing.

Çaycı, B., & Demir, M. K. (2006). A comparative study on students with reading and comprehension problems. Turkish Journal of Educational Sciences, 4(4), 437-456.

Çıkılı, Y., Alegöz, A. and Bala, M. (2014). Assessing and improving reading for learning difficulties. Nobel A Publishing.

Dağ, N. (2010). A study on the use of the 3p method and the cloze technique in solving my reading difficulty. Ankara University Faculty of Educational Sciences Journal of Special Education, 11(1), 63-74.

Demir, G. N. (2020). Comparison of reading and listening comprehension skills of Turkish teacher candidates [Unpublished master’s thesis]. Düzce University, Düzce.

Demir, M., & Duman, B. (2004). Turkish teaching based on reading poetry. Scientific Researches: Language, Literature, History Studies, 17, 89-98.

Doğuyurt, M. F., & Doğuyurt, S. B. (2016). A study to improve reading skills of students with reading difficulties: an action research. Education and Society in the 21st Century, 5(2), 275-286.

Dole, S. (2000). The ımplications of the risk and resilience research for gifted students with learning disabilities. Roeper Review, 23(29), 91-96.

Duran, E., & Sezgin B. (2012). The effect of reverberant reading method on fluent reading. On Dokuz Mayıs University Journal of the Faculty of Education, 3(2), 145-164.

Ege, B. (2019). The effect of fluent reading strategies in eliminating reading difficulties [Unpublished master’s thesis]. Bayburt University, Bayburt.

Erbasan, O., & Sağlam, A. (2020). Improving reading skills of home-schooled students with reading difficulties. Journal of Primary Education, 2(1), 14-25.

Ertürk, E., & Küçüktepe, C. (2019). Investigation of first reading and writing errors of gifted first year students. Eskişehir Osmangazi University Journal of Social Sciences Institute, 20(Special Issue), 393-411.

Fetzer, E. (2000). The gifted/learning-disabled child: a guide for teachers and parents. Gifted Child Today, 23(4), 44–50.

Fraenkel, J.R., Wallen, N.E., & Hyun, H.H. (2011). How to desıgn and evaluate research in education. McGraw Hill.

Gay, L.R., Mills, G.E., & Airasion, P.W. (2011). Educational research competencies analysis and applications. Pearson Education Inc.

Güldenoğlu, B., Kargın, T., & Miller, P. (2013). Examination of sentence comprehension skills of students with and without reading difficulties. Turkish Journal of Psychology, 30(76), 82-96.

Güneş, F. (2000). Literacy teaching and brain technology. Ocak Publications.

Güneş, F. (2009). Turkish teaching and mental structuring. Nobel Publishing.

Güneş, F. (2016). Turkish teaching approaches and models. Pegem Publishing.

Harrison, D. L. (2021). Poetry: the game changer. The Missouri Reader, 44(2), 6-13.

Henson, K.T. (2003). Foundations for learner-centered educational: A knowledge base. Education, 124(1), 5-16.

Hudson, R. F., Lane, H. B., & Pullen, P. C. (2005). Reading fluency assessment and instruction: What, why, and how? The Reading Teacher, 58(8), 702-714.

İlhan, C. (2014). SQ3R SQ3R fluency reading strategy has an effect uppon students’ academic success, attitude towards science and problem solving skills in Science and Technology lesson [Unpublished master’s thesis]. Ahi Evran University, Kırşehir.

Kaman, Ş. (2012). Effect of using reading fluency strategies on improving reading skills of third grade students at primary schools [Unpublished master’s thesis]. Ahi Evran University, Kırşehir.

Kaya, M. (2013). Poetry for teaching and learning writing. Journal of Linguistics and Literature, 10(1), 49-96.

Karasar, N. (2018). Scientific research method. Nobel Publishing.

Kodan, H. (2015). The effects of the methods of choral, repeated and assisted reading on the reading and reading comprehension skills of poor readers [Unpublished doctoral thesis]. Gazi University, Ankara.

Kodan, H., & Akyol, H. (2018). The effects of the methods of choral, repeated and assisted reading on the reading and reading comprehension skills of poor readers. Journal of Education and Science, 43(193), 159-179.

Okur, A., & Özsoy, Y. (2013). A research for the attitudes of gifted students’ towards Turkish lesson: a sample of Bartın Bilsem. Journal of Theory and Practice in Education, 9(3), 254-264.

Orhan-Karsak, H. G. (2014). The effect of using individual and cooperative blog to enhance average and gifted students’ writing performance [Unpublished doctoral thesis]. Yıldız Technical University, İstanbul.

Ökcü, M. (2019). Investigation the reading attitudes and reading comprehension skills of the gifted and nongi̇fted students in the fifth grade [Unpublished master’s thesis]. Biruni University, İstanbul.

Özhan, T. (2019). Investigation of primary school third grade students’ reading fluency skills and level of comprehension [Unpublished master’s thesis]. On Dokuz Mayıs University, Samsun.

Pircioğlu, A. (2016). The standard Turkey Turkish children in the correction of incorrect reading of the learner in school and effect of repeated readings approach to transport them fluent reading [Unpublished master’s thesis]. Recep Tayyip Erdoğan University, Rize.

Rasinski, T.V., Rupler, W.H., Paige, D.D., & Nichols, W.D. (2016). Altenative text types to ımprove reading fluency for competent to struggpling readers. Internation Journal Instruction, 9(1), 163-178.

Reis, S. M., Gubbins, E. J., Briggs, C., Schreiber F. J., Richards, S., & Jacobs, J. (2004). Reading instruction for talented readers: Case studies documenting few opportunities for continuous progress. Gifted Child Quarterly, 48(4), 315-338.

Sağlam, A., Baş, Ö., & Akyol, H. (2020). The effect of word drill technique on 3rd class gifted students’ fluent reading levels. Journal of History School, 46, 1605-1629.

Sak, U. (2014). Trainings for the diagnosis of giftedness traits. Maya Academy.

Sezgin, Z. Ç., & Akyol, H. (2015). Improving reading skills of fourth grade elemantary student who has reading disability. Turkish Journal of Education, 4(2), 4-16.

Sirem, Ö. (2020). The recovery effect of reading support program on primary level students reading difficulties [Unpublished doctoral thesis]. Hacettepe University, Ankara.

Şirin, E. (2021). Perception scale towards gifted students and teachers’ opinion [Unpublished master’s thesis]. Anadolu University, Eskişehir.

Tetik, T. (2020). Digital storytelling activities in supporting writing skills of gifted primary school students: An action research [Unpublished doctoral thesis]. Burdur Mehmet Akif Ersoy University, Burdur.

Therrien, W. J., & Hughes, C. (2008). Comparison of repeated reading and question geneation on students reading fluency and comprehension. Learning Disabilities: A Contemporary Journal, 6(1), 1-16.

Thevasigamoney, A. F., & Yunus, M. Md. (2013). A glimpse into e-mail dialogue journal writing (EDJW) and writing anxiety among gifted learners. Procedia-Social and Behavioral Sciences, 123, 266-271.

Turkish Language Society. (2023). Turkish dictionary. Retrieved from https://sozluk.gov.tr/on 18/01/2023.

Uyar, Y. (2015). Development of self regulated reading skills and its impact on comprehension [Unpublished doctoral thesis]. Gazi University, Ankara.

Uzoğlu, M. (2010). Effects of using writing to learn activities on learning force and matter units in the primary education level [Unpublished doctoral thesis]. Atatürk Üniversitesi, Erzurum.

Uzunkol, E. (2013). A case study for the detection and elimination of problems encountered in the fluent reading process. Mersin University Journal of the Faculty of Education, 9(1), 70-83.

Ünal, D. (2019). Attitudes towards reading habits and writing tendencies of gifted and talented students [Unpublished master’s thesis]. Sakarya University, Sakarya.

Williams, J. P. (2002). Reading comprehension strategies and teacher preparation. A. E. Farstrup & S. J. Samuels (Eds.), What research has to say about reading instruction içinde (pp. 243-260). International Reading Association.

Yilar, Ö. (2015). Reading. Ö. Yılar (Ed.)., In Primary reading and writing teaching (pp. 53-74). Pegem Academy.

Yüksel, A. (2010). A study about ımproving one’s reading skills who has reading disability. Theoretical Educational Science, 3(1), 124-134.




DOI: https://doi.org/10.7575/aiac.ijels.v.11n.4p.13

Refbacks

  • There are currently no refbacks.




License URL: https://creativecommons.org/licenses/by/4.0/

2013-2024 (CC-BY) Australian International Academic Centre PTY.LTD.

International Journal of Education and Literacy Studies  

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.