Abstract
The study was aimed to find out the effect of oral reading method based on self-evaluation on fluent reading and reading comprehension of fourth grade elementary students. The search was designed using a mixed method of nested mixed method patterns. In the quantitative dimension of the search from the quasi-experimental models, the unaligned pretest-posttest control grouped pattern was used. In qualitative dimension, interview sand document analysis were conducted. The study group of the research consisted of the fourth grade students at the a Primary School in the province of Nevsehir in Turkey in 2018-2019 academic year. In order to prevent time and cost loss in the determination of the study group, non-selective status sampling method was used. Based on the self-evaluation reading method, the applications were made in the class of their searcher and the other one in the school was determined as the control group. Experimental and control groups were determined (both n = 10). Statistical techniques were used to compare the pre-post-test results of each group. In addition, content analysis method was used to determine the opinions of the experimental group about the application. As to the result it has been observed that reading method based on self-evaluation is effective in improving the correct reading, reading, and reading comprehension skills of the students. It was determined that there was not a significant difference in gender except reading speed in the development of these skills
Highlights
The concept of reading was initially expressed as learning to read and write, later interpretation began to appear as a dimension of reading
The study was aimed to find out the effect of oral reading method based on self-evaluation on fluent reading and reading comprehension of fourth grade elementary students
Regarding Self-Evaluation Regarding the third question about the student views, students focused on concepts such as being judged, being ashamed, and dispiritedness when someone gave them feedback
Summary
The concept of reading was initially expressed as learning to read and write (literacy), later interpretation began to appear as a dimension of reading. Including this dimension, Akyol 394) on the other hand explained reading as a cognitive activity based on the perception, meaning, comprehension, and interpretation of words through the senses. These definitions indicate that the concept of reading includes the ability to vocalize words and interpretation
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