The Effects of Repetitive Reading and PQRS Strategy in the Development of Reading Skill

Autor/inn/en	Ulu, Hacer; Akyol, Hayati
Titel	The Effects of Repetitive Reading and PQRS Strategy in the Development of Reading Skill
Quelle	In: Eurasian Journal of Educational Research, (2016) 63, S.225-242 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1302-597X
Schlagwörter	Reading Processes; Reading Skills; Foreign Countries; Qualitative Research; Reading Difficulties; Reading Comprehension; Grade 3; Action Research; Motivation; Repetition; Case Studies; Reading Strategies; Elementary School Students; Reading Programs; Turkey + Suchen Sie Ihr Suchwort? Leseprozess; Reading skill; Lesefertigkeit; Ausland; Qualitative Forschung; Reading difficulty; Leseschwierigkeit; Leseverstehen; School year 03; 3. Schuljahr; Schuljahr 03; Projektforschung; psychologische; Motivation (psychologisch); Wiederholung; Case study; Fallstudie; Case Study; Reading strategy; Leselernstufe; Lesetechnik; Türkei
Abstract	Problem Statements: It is a fact that there are individual differences in education and it would be wrong to expect every individual to learn at the same speed. Certain individuals have difficulty in some subjects such as reading, writing and mathematics, yet the most common such problem is difficulty in reading. Particularly, the students who fall behind others in early reading-writing periods have hardships in coding, interpretation and word acquisition. These failures often result in low motivation to learn and decreased self-esteem, and this, in turn, prevents them from making satisfactory use of educational services. For these reasons, this study focuses on the elimination of reading disabilities. Purpose of the study: The aim of this study is to investigate the effects of repetitive reading and preview-question-read-summarize (PQRS) strategies on the elimination of reading and comprehension problems of a 3rd grader. Method: This study, which focuses on the identification of reading and comprehension problems and the elimination of such problems, can be classified as an "action research." On the other hand, it is also a "case study" as it investigates in detail the reasons for the problems in reading and comprehension that only one subject is having. Findings and results: At the end of the implementation process, we have seen the state of anxiety reduced to a free level. Conclusions and Recommendations: The problems students with reading disabilities are continuous. These difficulties often begin during the early years of primary school and continue in subsequent years. The identification of the strategies used to eliminate reading disabilities is expected not only to guide teachers in the teaching process but also to shed light on future studies of academicians. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01