THE EFFECT OF FLUENT READING STRATEGIES ON MENTALLY RETARDED STUDENTS’ READING AND COMPREHENSION LEVEL

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...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Galibiye ÇETREZ, Zekiye Hande ÜNAL, İbrahim COŞKUN
Formato:	article
Lenguaje:	DE EN FR TR
Publicado:	Fırat University 2019
Materias:	fluent reading strategies reading level mentally retarded Social Sciences H Social sciences (General) H1-99
Acceso en línea:	https://doaj.org/article/9cb30ec57b304ebbabba4c492fb72081
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:9cb30ec57b304ebbabba4c492fb72081
record_format	dspace
spelling	oai:doaj.org-article:9cb30ec57b304ebbabba4c492fb720812021-11-24T09:20:44ZTHE EFFECT OF FLUENT READING STRATEGIES ON MENTALLY RETARDED STUDENTS’ READING AND COMPREHENSION LEVEL2148-416310.9761/JASSS7264https://doaj.org/article/9cb30ec57b304ebbabba4c492fb720812019-08-01T00:00:00Zhttps://jasstudies.com/index.jsp?mod=tammetin&makaleadi=300917047_3-%C3%96%C4%9Fr.%20G%C3%B6r.%20Galibiye%20%C3%87etrez.pdf&key=28485https://doaj.org/toc/2148-4163Reading 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.Galibiye ÇETREZZekiye Hande ÜNALİbrahim COŞKUNFırat Universityarticlefluent reading strategiesreading levelmentally retardedSocial SciencesHSocial sciences (General)H1-99DEENFRTRJournal of Academic Social Science Studies , Vol 10, Iss 60, Pp 41-53 (2019)
institution	DOAJ
collection	DOAJ
language	DE EN FR TR
topic	fluent reading strategies reading level mentally retarded Social Sciences H Social sciences (General) H1-99
spellingShingle	fluent reading strategies reading level mentally retarded Social Sciences H Social sciences (General) H1-99 Galibiye ÇETREZ Zekiye Hande ÜNAL İbrahim COŞKUN THE EFFECT OF FLUENT READING STRATEGIES ON MENTALLY RETARDED STUDENTS’ READING AND COMPREHENSION LEVEL
description	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.
format	article
author	Galibiye ÇETREZ Zekiye Hande ÜNAL İbrahim COŞKUN
author_facet	Galibiye ÇETREZ Zekiye Hande ÜNAL İbrahim COŞKUN
author_sort	Galibiye ÇETREZ
title	THE EFFECT OF FLUENT READING STRATEGIES ON MENTALLY RETARDED STUDENTS’ READING AND COMPREHENSION LEVEL
title_short	THE EFFECT OF FLUENT READING STRATEGIES ON MENTALLY RETARDED STUDENTS’ READING AND COMPREHENSION LEVEL
title_full	THE EFFECT OF FLUENT READING STRATEGIES ON MENTALLY RETARDED STUDENTS’ READING AND COMPREHENSION LEVEL
title_fullStr	THE EFFECT OF FLUENT READING STRATEGIES ON MENTALLY RETARDED STUDENTS’ READING AND COMPREHENSION LEVEL
title_full_unstemmed	THE EFFECT OF FLUENT READING STRATEGIES ON MENTALLY RETARDED STUDENTS’ READING AND COMPREHENSION LEVEL
title_sort	effect of fluent reading strategies on mentally retarded students’ reading and comprehension level
publisher	Fırat University
publishDate	2019
url	https://doaj.org/article/9cb30ec57b304ebbabba4c492fb72081
work_keys_str_mv	AT galibiyecetrez theeffectoffluentreadingstrategiesonmentallyretardedstudentsreadingandcomprehensionlevel AT zekiyehandeunal theeffectoffluentreadingstrategiesonmentallyretardedstudentsreadingandcomprehensionlevel AT ibrahimcoskun theeffectoffluentreadingstrategiesonmentallyretardedstudentsreadingandcomprehensionlevel AT galibiyecetrez effectoffluentreadingstrategiesonmentallyretardedstudentsreadingandcomprehensionlevel AT zekiyehandeunal effectoffluentreadingstrategiesonmentallyretardedstudentsreadingandcomprehensionlevel AT ibrahimcoskun effectoffluentreadingstrategiesonmentallyretardedstudentsreadingandcomprehensionlevel
_version_	1718415560372387840

THE EFFECT OF FLUENT READING STRATEGIES ON MENTALLY RETARDED STUDENTS’ READING AND COMPREHENSION LEVEL

Ejemplares similares