ABSTRACT

In this research, it is aimed to determine the effect of structured reading fluency method on fluent reading and comprehension skills of 3th-grade primary school students studying in normal classes. The research is a quasi-experimental design. The 3th-grade students who study at a primary school connected to the central district Yüreğir in Adana, in 2013-2014 education year constitute the study group of the research. Applications with structured reading method were carried out in the researcher’s own class and another one of 3th-grade brunches was determined as control group. Experiment group (n=27) and control group (n=28) were determined by keeping illiterate students in the classes of experiment and control groups and private educations students away from the groups. In the research, measurements of pretest and posttest of students’ skills in reading accuracy, prosodic reading, and comprehension were recorded in video media and evaluation studies were carried out by watching these records. In the pretest and posttest measurements, the percent of the number of words students correctly read in a minute and the number of correctly read words was calculated. Students’ skills of prosodic reading were measured by using “prosodic reading scale”. In measurement of comprehension skills, open-ended questions were used to measure literal and inferential comprehension. When the research data was analyzed, it was seen that structured reading studies is an effective method on improving students’ reading accuracy, prosodic reading and reading comprehensions skills.