The effect of the intervention package used in developing the reading fluence of students with learning disabilities

In this study, the effect of the intervention package used in the development of reading fluency of students with learning disabilities was investigated. Three primary school second grade students who were diagnosed with learning disabilities participated in the study. In addition, if students gain reading fluency and accuracy, follow-up data on the maintenance of these skills after 3, 5 and 7 weeks, and generalization data on displaying skills to different text types were obtained. The social validity data of the research were determined by the subjective evaluation method. In the study, "A multiple probe design across participants", one of the single-subject research methods, was used. The findings of the study show that model reading, repeated reading, error correction, graphical feedback, goal setting and reward strategy package are effective in increasing the reading fluency and accuracy of students with learning disabilities. All three students had an increase in reading speed and accuracy, and the level reached at the end of the strategy package was maintained in the monitoring sessions, and they were also able to generalize to different text types. When the social validity findings were examined, it was determined that positive opinions were given to the questions in general.