Effect of fluent reading strategies on elimination of reading difficulties

The ain of the study is to examine the effects of fluent reading strategies on elimination of reading difficulties. For the purpose of the study, echo and repeated reading strategies were used together to eliminate reading difficulties and develop fluent reading and reading comprehension skills. During the research process, poetry texts were used. The research was conducted with the single- subject researchmethod and multiple- subject survey level model. The participants consisted of a total of 5 (five) students, 3 (three) of them were at the third grade and 2 (two) of the students were attending second grade in an elemantary school in İspir, Erzurum. The criteria of the study was that the students must not have any mental, visual and auditory health problems and their fluent reading and reading comprehension levels must be at the anxiety level. In order to determine fluent reading and reading comprehension levels of the students who have reading difficulties during the research process, preliminary, interm and final evaluatios were applied. In order to determine fluent reading and reading comprehension levels of the students, False Analysis Invertory and reading comprehension questions were used. According to the evaluaciton findings, 5 (five) students had fluent reading levels of 90 % or below; and their reading comprehension levels were 50 % or below. In line with these findings, it was found that the students' fluent reading and reading comprehension levels were at the anxiety level. The application lasted 60 hours. Interm evaluation was performed after the first half of the studt, i.e. after 30 hours of application. According to thereaults of the interm evaluation, although there was an improvement in the level of fluent reading and reading comprehension of the students, the fluent reading levels of 4 (four) students were at the anxiety level; 1 (one) students were found to be fluent in reading. Interm evaluation findings showed that reading comprehension levels were still at the anxiety level. According to the final evaluation findings after 60- hours of application, it was found that 5 (five) students reached to fluent reading and reading comprehension levels. Wilcoxon Signed- Ranks Test in the SPSS Package Program was used to determine whether there is a statistically siknificant difference between preliminary evaluation and final evaluation data. The results of the analysis showed that there was a significant improvement in the level of fluent reading and reading comprehension of the students and this development also showed a significant difference in statistical terms. The results of the research show that the application of echo and repeated reading strategies in poetry texts eliminates reading difficulties and have positively effect on the fluent and reading comprehension skills.