A case study on the effectiveness of repeated reading strategy on the reading levels of students having reading difficulty

This work is a case study that investigates the effects of repetitive reading technique in improving reading levels of students. The research was carried out with four students selected for research purposes in a primary school in Şehitkamil district of Gaziantep. The selected students had difficulty in reading despite having no problems in the intelligence, auditory and visual aspects. The reading levels of the selected students were evaluated according to the "Error Analysis Inventory" adapted from May (1986) by Akyol (2010) and their reading levels were found to be in "Anxiety Level" and "Teaching Level". 64-hour repetitive reading technique was applied within 14 weeks and one class hour for four days on weekdays and their progress was video-recorded. Their reading levels were assessed with "Error Analysis Inventory"; and their reading speed and correctness were assessed with "Prosodic Reading Scale". A general assessment was conducted in every three weeks to observe students' reading comprehension levels; and their during- and post-application levels were determined. At the end of the research, it was found out that a student in anxiety level has reached to free level; two students in teaching level have reached to free level; and a student has kept his state in teaching level.