The standard Turkey Turkish children in the correction of incorrect reading of the learner in school and effect of repeated readings approach to transport them fluent reading

As result of the rapid advancement of technology, increoses the importance of knowledge perceied, internalized by individuals and transfering to other individual everyday. Hovever even if societies develop, there is an unchanging element at the presentation of knowledge and this presented knowledge perceived by individuals: Reading. The importance of reading has been increasing over the years. Formety writing the name and printing finger on the offical documents and reading of received letters was accepted as reading. While today even a simple man to maintain life must carry out activities which are much more complicated than farmer. Despite individuals go through the same process of literacy training, while same of the individuals pass to frequest reading same of them do not. In this case reading difficulties problem arise. Individuals who life with reading difficulty, make some aloud reading mistakes during reading. Collects mistakes made during aloud reading in 7 groups. They are: skip, add, again, invert,pronunciation, pause, incorrect reading can be listed. The factors that cause reading difficulties in general, physical factors(visual factors, avditory factors, speech disorders, mental retardation, nevrological problems) collects under the 3 main title; emotional, environmental and educational factors and eognitive factors. Except these spoken two languages in the home or don't speak "mother tongue" of the country are also reasons of delaying of learning to read. Speak two languages in home, weakens the child's expressiveness, prevents the enrichment of vocabulary. Speak a language other than mother tongue will also adversely affect the child' s expressiveness in the native language. In this study has aimed improve to children growing up with another language at home, learning Turkish at school, mistakes during the reading and their level at understandaing Research is a case study cansist of pre-test and past-test. Study made with 5 students on going 4th grade in Catak country of Van Isinli village Elmaci Hamlet three assesment made with students involved study and the data abtained from this study. These assesments, Preliminary assesment, assesment of process assesment, of final process During assesments, students' reading recorded to the voice recorder and then molding were carried out. Additionally repeated reading studies were made with texts except evaluation texts. Casting data examined according to the ventory based on the error analysis and student development are presented in grophs. As a result of the study it was abserved that Repetitive reading approach is usefull for the fourth grade students who lern Turkish at school to correcting aloud reading mistakes and providing them to understand what they read. At the beginnig of the study reading level of two anxious students have risen teaching level. A student's reading level at the level of teaching has risen to the free level. Two students also have complated the reading practice at the teaching level they started. However even if there is no change in reading levels of two students.Their scores abtoved from error analysis invertory has increased significantly. Again, as a result of pratices children's development learned Turkish in school, reveal that these children have cansiderably predisposition to Turkish. Keywords:Repeated Readings, Language Learning in Schools, Reading Strategies, Bilingualism