Effect Of Understand-Answer Strategy Instruction On Reading Comprehension Of Students With Learning Disabilities

• Published in: Necmettin Erbakan Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesi dergisi Vol. 6; no. 1; pp. 43 - 57
• Main Authors: Fatih Öztürk, Alpaslan Karabulut
• Format: Journal Article
• Language: English
• Published: Necmettin Erbakan University Press 01.03.2024
• Subjects: bilişsel strateji öğretimi; cognitive strategy; learning disability; okuduğunu anlama; reading comprehension; öğrenme güçlüğü
• ISSN: 2687-1750
• DOI: 10.38151/akef.2024.129

The purpose of this research is to determine the effect of the Understand-Answer Strategy on the reading comprehension skills of students with learning disabilities. The research was carried out on students with a diagnosis of learning disability studying in secondary schools in Pendik, Istanbul, affiliated with the Ministry of National Education. The selected students are between the ages of 12 and 13, with two girls and one boy. The research was carried out with a single-subject design, a " multiple baseline across subjects model". The research findings have shown that the Understand-Answer Strategy is effective in improving the reading comprehension skills of students with learning difficulties. Furthermore, students who learned this strategy were able to provide correct answers to reading comprehension questions 1, 3, and 5 weeks after the end of the application, and it was observed that students who learned the strategy with different participants generalized their reading comprehension performance. According to the social validity findings, students and their families expressed positive views about the Understand-Answer Strategy.