The effect of the repetitive reading method in eliminating the reading difficulties of primary school 4th grade students

In this study, the effect of the repeated reading method on eliminating the reading aloud errors made by 4th grade primary school students during reading, improving their reading comprehension skills and increasing their reading levels was examined. The research was conducted with two students in a primary school with unified classrooms in Bartın province by identifying the participants suitable for the research. The research was conducted with the action research method. In the research process, the 'Error Analysis Inventory' was used to collect data. The data were analyzed using the descriptive analysis method. The students in the study are students with reading difficulties who do not perform at the level of their peers in reading activities, although they do not have a diagnosed intelligence problem and any physical deficiencies that may prevent them from reading. In order to determine the students' reading aloud errors, the level of their reading comprehension skills, and their reading levels, the text 'The Father of Money with the Old Man' from the Primary School Turkish textbook approved by the Presidency of the Board of Education was read to the children, their readings were recorded with audio and video recording, and the children's reading was analyzed using the "Error Analysis Inventory". levels were determined. Since the children's 4th grade reading levels were found to be at the 'Concern Level', the children were made to read the text 'The King and the Seed' from the 3rd grade level and as a result of the analysis, the children's reading levels were found to be at the 3rd grade 'Instructional Level'.and the implementation process was initiated. The application was carried out in a suitable environment prepared for the students. The children read a total of 24 texts. After the completion of the teaching process, in order to determine whether there was a decrease in reading aloud errors, reading comprehension and improvement in reading levels of students with reading difficulties, firstly, the text titled 'Rabbit and Tortoise' was read at the 3rd grade level and as a result of the analysis, the reading level of the students was determined as 'Free Reading Level'. In the next session, the children were made to read the text 'Kaşağı' at their own grade level of 4th grade and the reading level of the students was determined as 'Instructional Level'. As a result of the study, it was seen that the reading levels of the students, which were at the 3rd grade instructional level before the application, increased to the independent level in the 3rd grade and to the instructional level in the 4th grade as a result of the training with the repeated reading method. This shows that the repeated reading method is effective in eliminating reading difficulties.