Effect of Self-Evaluation-Based Oral Reading Method in Elementary School on Reading Fluency and Reading Comprehension

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dc.contributor.authorSaat, Ferhat
dc.contributor.authorÖzenç, Emine Gül
dc.date.accessioned2024-11-07T10:40:09Z
dc.date.available2024-11-07T10:40:09Z
dc.date.issued2022
dc.departmentNiğde Ömer Halisdemir Üniversitesi
dc.description.abstractThe 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. © 2022, Ozgen Korkmaz. All rights reserved.
dc.description.sponsorshipHalisdemir University Institute of Educational Sciences
dc.identifier.doi10.17275/per.22.48.9.2
dc.identifier.endpage462
dc.identifier.issn2148-6123
dc.identifier.issue2
dc.identifier.scopus2-s2.0-85122974924
dc.identifier.scopusqualityQ3
dc.identifier.startpage437
dc.identifier.urihttps://doi.org/10.17275/per.22.48.9.2
dc.identifier.urihttps://hdl.handle.net/11480/11450
dc.identifier.volume9
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherOzgen Korkmaz
dc.relation.ispartofParticipatory Educational Research
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_20241106
dc.subjectFluent reading
dc.subjectOral reading
dc.subjectReading comprehension
dc.subjectSelf-evaluation
dc.titleEffect of Self-Evaluation-Based Oral Reading Method in Elementary School on Reading Fluency and Reading Comprehension
dc.typeArticle

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