A Mixed Method Study on Improving Reading Speed and Reading Comprehension Levels of Gifted Students

Autor/in	Soysal, Taskin
Titel	A Mixed Method Study on Improving Reading Speed and Reading Comprehension Levels of Gifted Students
Quelle	In: International Journal of Education and Literacy Studies, 10 (2022) 1, S.147-155 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2202-9478
Schlagwörter	Academically Gifted; Grade 4; Grade 5; Grade 6; Reading Rate; Speed Reading; Gifted Education; Reading Comprehension; Program Effectiveness; Reading Attitudes; Reading Habits; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Reading readiness; Reading speed; Lesegeschwindigkeit; Schnelllesen; Leseverstehen; Reading behavior; Rading behaviour; Leseverhalten; Reading habit; Lesegewohnheit; Ausland; Türkei
Abstract	Gifted students have a reading capacity above their level. The aim of this study is to improve the reading speed and reading comprehension levels of gifted students through training in speed reading techniques. In the study, in which a total of 100 participants from the 4th, 5th and 6th grades attending the Science and Art Center took part, 28 hours of training in speed reading techniques were given to the students. The study was carried out according to a nested mixed methods design, which is one of the mixed research methods. While the quantitative data of the study were collected according to the pretest-posttest model without a control group, the qualitative data were obtained through semi-structured interviews with the students in the study. At the beginning of the study, the students' initial reading speeds were taken through a narrative and an informative text, and then these students were given 28 hours of speed reading techniques training. At the end of the studies, the students' post-reading speeds were taken and the difference between the pre-tests and the post-tests was compared using the SPSS 21 program. At the same time, semi-structured interviews were conducted with each student who took part in the study during the 28-hour training period, according to the planning made. In the studies carried out, it was concluded that the education in speed reading techniques increased the reading speed and reading comprehension levels of the gifted students, that the students developed a positive attitude towards reading and made an important step in gaining reading habits, and that the studies carried out would be beneficial in terms of increasing the academic success of the students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01