The Overcoming Reading Diffuculty through Peer Tutoring in Primary School

Abstract

Öz. Bu çalışmada, ilkokul dördüncü sınıf öğrencilerinin okuma güçlüğünü gidermede akran öğretimi yönteminin etkililiğinin belirlenmesi amaçlanmıştır. Araştırma, okuma güçlüğü olan beş öğrenen akran ve beş öğreten akran olmak üzere toplam 10 öğrenci ile yürütülmüştür. Araştırma, nitel araştırma yönteminin eylem araştırması deseninde gerçekleştirilmiştir. Verilerin toplanmasında gözlem ve görüşme yöntemleri kullanılmıştır. Öğrencilerin akıcı okuma (okuma hızı, doğruluk, prozodi) ve okuduğunu anlama beceri düzeyleri Yanlış Analizi Envanteri ve Prozodik Okuma Ölçeği kullanılarak elde edilmiştir. Diğer taraftan öğrencilerle ve velilerle yapılan görüşme sonuçlarından, alan notlarından ve araştırma günlüklerinden veriler toplanmıştır. Elde edilen veriler, içerik analizi yöntemi ve yüzde kullanılarak analiz edilmiştir. Araştırmadan elde edilen sonuçlara göre akran öğretimi yöntemi, öğrencilerin akıcı okuma ve okuduğunu anlama başarılarını artırmıştır. Bu sonuçlar öğrenci ve veli görüşleri, ayrıca alan notları ve araştırma günlükleri ile de örtüşmektedir. Ayrıca akran öğretimi yönteminin; öğrencilerin bilişsel, duyuşsal ve sosyal yönden gelişimlerine olumlu katkıları olduğu görülmüştür. Araştırmadan elde edilen sonuçlar, ilgili alanyazında tartışılmıştır.Anahtar Kelimeler: Okuma güçlüğü, akıcı okuma, akran öğretimi, eylem araştırması Abstract. In this study, it is aimed to determine the effect of peer tutoring method to resolve the difficulty in reading among 4th grade primary school students. The research is conducted with a group of five tutees who have reading difficulty and five tutors. The research was carried out in action research pattern of the qualitative research methods. Observation and interview methods were used to collect data. Fluent reading (speed reading, accuracy, prosody) and reading comprehension skill levels of students were obtained using Error Analysis Inventory and Prosodic Reading Scale. In addition; data were collected from the results of interview with students and parents, field notes and research journals. The obtained data were analyzed using content analysis method and percentages. According to the results obtained from research, peers tutoring method was increased the students' fluent reading and reading comprehension levels. These results are also supported by the opinions of students and parents, field notes and research journals. Moreover, it has been seen that peer tutoring method has positive contributions to the students' cognitive, affective and social aspects. The results obtained from this study were discussed in the relevant literature.

Silent Reading Fluency and Reading Comprehension: Two Halves of an Apple

“…Moreover, some studies determine that a child has a reading difficulty only if they have both poor reading fluency and poor reading comprehension (e.g. Türkmenoğlu & Baştuğ, 2017). While all these studies are informative, the manner in which they defined reading difficulty criteria might have limited their findings.…”

The Experiences of Peer Students and their Teachers Teaching Turkish to Foreign Students: An Example of an eTwinning Project

“…Kara, Şahin, and Kapak (2020) stated that peer teaching is a type of social learning that emerges from the communication and imitation of students whose age is close to each other. Türkmenoğlu and Baştuğ (2017) define peer teaching as helping their peers to learn through the communication of people who are in similar groups and whose job is not teaching. According to Dölek (2016), peer teaching refers to the latent development that emerges from the interaction and imitation of close elders with each other.…”

“…In many studies, it is stated that the biggest language problem in the education process of children who migrated to Turkey is in speaking and writing, which are active skills rather than reading and listening, which are known as passive skills (Bayat, 2018;Büyükikiz & Çangal, 2016;Dölek, 2016;Özcan, 2018;Özdeş, 2019;Şimşek & Yeşiloğlu, 2014;Temizkan, 2009;Türkmenoğlu & Baştuğ, 2017). In order to develop comprehension and expression skills, the child should be in a social learning Sakarya University Journal of Education environment.…”

“…In order to develop comprehension and expression skills, the child should be in a social learning Sakarya University Journal of Education environment. In social learning environments, the best teachers are peers (Türkmenoğlu & Baştuğ, 2017).…”

Modeling of Reading Problems Experienced by Primary School Students Through Artificial Neural Networks

“…Problems in reading skills are a learning disability that affects not only the academic success of students in the school environment (Hakkarainen, Holopainen & Savolainen, 2013;Norbury, Gooch, Baird, Charman, Simonoff, & Pickles, 2016;Smart, Youssef, Sanson, Prior, Toumbourou, & Olsson, 2017;Suggate, Schaughency, & Reese, 2013) but also their social life and future life (Çayır & Balcı, 2017;Türkmenoğlu & Baştuğ, 2017) and necessitate early intervention (Çayır & Balcı, 2017). Waiting for such problems in reading to resolve themselves will lead to even greater problems (Chall et al, 1990).…”