A Case Study: The Implementation of a Problem-Solving Model with a Student with Reading Difficulties in Turkey

• Published in: Education & treatment of children Vol. 39; no. 3; pp. 339 - 357
• Main Authors: Ozmen, E. Ruya, Doganay-Bilgi, Arzu
• Format: Journal Article
• Language: English
• Published: New York West Virginia University Press 01.08.2016; West Virginia University Press, University of West Virginia
• Subjects: Accuracy; Achievement Gains; Case Studies; DATA-BASED CASE STUDY; Education; Educational aspects; Elementary School Teachers; Error correction & detection; Females; Foreign Countries; Grade 4; Intervention; Intervention (Psychology); Interviews; Language; Learning; Learning disabilities; Methods; Problem Solving; Program Effectiveness; Reading; Reading Comprehension; Reading Difficulties; Reading Fluency; Reading Instruction; Reading Skills; Reading teachers; Researchers; Skills; Students; Teaching Methods; Turkey
• ISSN: 0748-8491; 1934-8924; 1934-8924
• DOI: 10.1353/etc.2016.0015

The purpose of this case study was to improve the reading accuracy and reading comprehension of a 10-year-old fourth-grade female student with reading difficulties. For that purpose, the problem-solving model was implemented in four stages. These stages included problem identification, problem analysis, intervention, and evaluation. During the problem identification stage, the student's baseline performance was determined and compared with that of her peers. Through problem analysis, reading goals were established, and intervention techniques were determined. Next, two intervention packages with empirically supported techniques were applied in the intervention stage. After implementing the second intervention package, the student's performance was assessed during the evaluation stage. We found that the student attained the reading goals upon the implementation of the second intervention package. In this paper, we discuss the case study results and provide suggestions for future research.