A CASE STUDY ABOUT THE DEVELOPMENT OF READING AND WRITING SKILLS OF A DYSLEXIC STUDENT

• Published in: Education Sciences; Volume: 5 Number: 4; 1690-1700
• Main Author: AKYOL, Hayati
• Format: Journal Article
• Language: Turkish
• Published: NWSA 01.05.2010
• Subjects: DYSLEKSY, AKICILIK, B?REYSELLE?TYRYLMY? OKUMA PROGRAMI, HECE Ö?RETYMY, OKUMA; DYSLEXYA, FLUENCY, INDIVIDUALISED READING PROGRAMME, SYLLABLE TEACHING, READYNG
• ISSN: 1308-7274

This research is designed to prepare, apply and evaluate an individualised reading programme aims to eliminate severe reading difficulties of a fifth grade student. First, a theoretical framework was created by examining the characteristics of the student with reading difficulties and the processes that influence the acquisition of reading skills. A programme was developed by considering the reading skills of the student subjected to this research and the theoretical framework previously created. The programme, which lasted twelve weeks, has two parts. In the first part, sound, syllable and word teaching was emphasized and in the second part, improving the oral reading fluency was focused on. The study was carried out four days a week as 1 hour session daily. As a result, it was observed that the programme was successful and there was a significant improvement in the student's reading and writing skills. Ara?tyrma, okuma bozuklu?u olan bir ilkö?retim be?inci synyf ö?rencisinin bu güçlü?ünün giderilmesi için bireyselle?tirilmi? okuma programy hazyrlanyp uygulanmasyny ve sonuçlaryn de?erlendirilmesini içermektedir. Öncelikle disleksik ö?rencilerin özellikleri ve okuma becerisinin kazanylmasynda etkili olan süreçler incelenerek teorik bir çerçeve olu?turulmu?tur. Olu?turulan bu teorik çerçeve ve ara?tyrmaya konu olan ö?rencinin okuma becerileri dikkate alynarak bir program geli?tirilmi?tir. On iki haftalyk bir süreyi kapsayan program iki bölümden olu?maktadyr. Birinci bölümde ses, hece ve kelime ö?retimi üzerinde durulmu?; ikinci bölümde ise sesli okumada akycyly?yn geli?tirilmesine odaklanylmy?tyr. Çaly?malar hafta içi 4 gün 1'er saatlik oturumlar ?eklinde yürütülmü?tür. Sonuçta, programyn ba?aryly oldu?u, ö?rencinin okuma ve yazma becerisinin önemli ölçüde geli?ti?i görülmü?tür.