An Action Research on Improving Fluent Reading Skills of Third-Grade Primary School Students

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dc.contributor.authorAsikcan, Mehmet
dc.contributor.authorSaban, Ahmet
dc.date.accessioned2024-02-23T14:30:02Z
dc.date.available2024-02-23T14:30:02Z
dc.date.issued2021
dc.departmentNEÜen_US
dc.description.abstractThis study aimed to improve the fluent reading skills of third-grade primary school students by developing and implementing action plans based on fluent reading strategies. It employed the participatory action research design, one of the qualitative research approaches. A total of 27 third-grade students attending a state primary school in Konya during the spring of 2017 participated in the study. First, pre-measurements were performed to determine students' current states regarding the three fluent reading components (accurate reading, reading speed, and prosody). Next, ten action plans related to the three components were developed and implemented in 10 weeks. Later, post-measurements were performed, and pre- and post-measurement results were compared. Also, feedback about the implementation process (qualitative data) was sought through participant observations, conversation type interviews with the classroom teacher and students, reflective journals, and video recordings. According to the findings, students' reading mistakes in all the three text types (narrative, informative, and poetic) decreased, reading speeds increased, and reading prosody levels enhanced. The use of various technological tools, software programs, and different reading strategies during the implementation process helped students focus more on the activities, raised their interest in them, and made their learning more pleasant. Moreover, the use of grouping strategies such as reading choir, reading theatre, and dart playing affected students positively for learning. It is concluded that the study has great potential to contribute to the research literature by reflecting the practical experiences.en_US
dc.identifier.doi10.15390/EB.2020.9015
dc.identifier.endpage47en_US
dc.identifier.issn1300-1337
dc.identifier.issue205en_US
dc.identifier.scopus2-s2.0-85123715734en_US
dc.identifier.scopusqualityQ3en_US
dc.identifier.startpage19en_US
dc.identifier.urihttps://doi.org/10.15390/EB.2020.9015
dc.identifier.urihttps://hdl.handle.net/20.500.12452/14968
dc.identifier.volume46en_US
dc.identifier.wosWOS:000613522900002en_US
dc.identifier.wosqualityQ4en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherTurkish Education Assocen_US
dc.relation.ispartofEgitim Ve Bilim-Education And Scienceen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectFluent Readingen_US
dc.subjectAccurate Readingen_US
dc.subjectReading Speeden_US
dc.subjectProsodyen_US
dc.subjectThird Grade Primary Schoolen_US
dc.subjectStudentsen_US
dc.subjectAction Researchen_US
dc.titleAn Action Research on Improving Fluent Reading Skills of Third-Grade Primary School Studentsen_US
dc.typeArticleen_US

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