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    Developing Reading Fluency: An Action Research
    (2024) Akyol, Hayati; Gedik, Osman; Turna, Cebrail
    In this study, it was aimed to improve the reading fluency performance of a primary school 3rd grade student who has reading difficulties. This study was carried out in the spring semester of 2021 in the form of action research, one of the qualitative research methods. First of all, in order to determine the student's current reading performance, texts at his/her own grade level were read and the student's actual reading level and reading fluency problems were determined. In order to determine the reading fluency levels of the students, the Prosodic Reading Scale was used together with the the Informal Reading Inventory. After determining the current reading performance of the student, a 7-week action plan was prepared and implemented, with two hours of lessons per week (three hours in the last week) and 15 lesson hours in total. Within the scope of the action plan, reading texts at grade levels appropriate to the current situation of the student were used. In order to improve the student's reading fluency performance, the fluent reading strategies specified in the related literature were examined and in this study, repeated reading, paired reading and word drill techniques were used. In addition, the parents of the student were interviewed at the end of the study and their opinions about their child's performance were obtained. As a result, it was seen that the strategies and techniques used had a positive effect on every component of reading fluency (accuracy, speed, prosody).
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    Ortaokul Öğrencilerinin Dinleme/İzleme Stratejilerini Kullanma Sıklıkları; Ana Dili Açısından Bir Karşılaştırma
    (2020) Delican, Burak; Gedik, Osman
    Bu araştırmanın temel amacı ana dili Türkçe olan ve olmayan ortaokul öğrencilerinindinleme/izleme stratejilerini kullanma durumlarını tarama modelinde betimsel bir bakış açısıylaortaya koymaktır. Bu amaçla araştırmanın örnekleminde ana dili Türkçe olan ve olmayan 210ortaokul öğrencisi yer almaktadır. Araştırma sürecinde veri toplama aracı olarak Doğan ve Erdem(2017) tarafından geliştirilen Ortaokul Öğrencilerinin Dinleme/İzleme Stratejileri Kullanım SıklığıÖlçeği (DİSKSÖ) kullanılmıştır. Veri toplama süreci sonunda elde edilen veriler ölçeğin boyutlarıolan eleştirel dinleme/izleme, ayırt edici dinleme/izleme ve anlamlı dinleme/izleme boyutlarıaçısından ve ölçeğin tamamı açısından değerlendirilmiştir. Dinleme/izleme stratejilerini kullanımsıklığı ile cinsiyet arasında anlamlı bir ilişkinin olmadığı, dinleme/izleme stratejileri açısından anadili Türkçe olan öğrencilerin ana dili Türkçe olmayan öğrencilere göre dinleme/izleme stratejilerinidaha sık kullandıkları sonucuna ulaşılmıştır. DİSKSÖ’nün tamamı açısından ise 5. Sınıföğrencilerinin 6, 7 ve 8. Sınıf öğrencilerinden; 6 ve 7. Sınıf öğrencilerinin de 8. Sınıföğrencilerinden daha düşük sıklıkta dinleme/izleme stratejilerini kullandıkları ifade edilebilir.
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    Primary School Teachers' Experiences in the Identification of Gifted Students and Nominating Them to Science and Art Centers
    (Ankara Univ, Fac Educational Sciences, 2023) Erol, Mustafa; Gedik, Osman; Demirtas, Berat
    Introduction: This study aims to examine the experiences of primary school teachers in the identification of gifted students and nominating them to science and art centers. Method: This research was carried out within the scope of phenomenology design, one of the qualitative research designs. The research study group was determined by the criterion sampling method, one of the purposeful sampling methods. The research study group consisted of 15 primary school teachers working in Istanbul. The study data were obtained through semi-structured interview forms developed by the researchers and personal interviews conducted with the study group. The data were analyzed by content analysis. Researcher triangulation was used in the analysis of the data. To minimize data loss, the data were recorded with a voice recorder. Findings: According to the study's findings, it was determined that the classroom teachers took into account the students' cognitive, affective, and social characteristics while identification them with giftedness and made observations depending on the process. Discussion: Although many features are used to identify gifted students when the relevant literature is examined, it has been determined that cognitive features are frequently used in the identification of gifted students.