Effect of Self-Evaluation-Based Oral Reading Method in Elementary School on Reading Fluency and Reading Comprehension

Autor/inn/en	Saat, Ferhat; Özenç, Emine Gül
Titel	Effect of Self-Evaluation-Based Oral Reading Method in Elementary School on Reading Fluency and Reading Comprehension
Quelle	In: Participatory Educational Research, 9 (2022) 4, S.437-462 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Saat, Ferhat) ORCID (Özenç, Emine Gül)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-6123
Schlagwörter	Self Evaluation (Individuals); Oral Reading; Elementary School Students; Reading Fluency; Reading Comprehension; Grade 4; Foreign Countries; Reading Improvement; Instructional Effectiveness; Reading Achievement; Turkey + Suchen Sie Ihr Suchwort? Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Leseverstehen; School year 04; 4. Schuljahr; Schuljahr 04; Ausland; Unterrichtserfolg; Leseleistung; Türkei
Abstract	The study was aimed to find out the effect of oral reading method based on self-evaluation on fluent reading and reading comprehension of fourth grade elementary students. The search was designed using a mixed method of nested mixed method patterns. In the quantitative dimension of the search from the quasi-experimental models, the unaligned pretestposttest control grouped pattern was used. In qualitative dimension, interview sand document analysis were conducted. The study group of the research consisted of the fourth grade students at the a Primary School in the province of Nevsehir in Turkey in 2018-2019 academic year. In order to prevent time and cost loss in the determination of the study group, non-selective status sampling method was used. Based on the self-evaluation reading method, the applications were made in the class of their searcher and the other one in the school was determined as the control group. Experimental and control groups were determined (both n = 10). Statistical techniques were used to compare the pre-post-test results of each group. In addition, content analysis method was used to determine the opinions of the experimental group about the application. As to the result it has been observed that reading method based on self-evaluation is effective in improving the correct reading, reading, and reading comprehension skills of the students. It was determined that there was not a significant difference in gender except reading speed in the development of these skills. (As Provided).
Anmerkungen	Participatory Education Research. Amasya University, Technology Faculty, Yagmurkoy Orad, Amasya 05100, Turkey. Web site: https://www.perjournal.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01