Child-centered reading intervention: See, talk, dictate, read, write!

Muhammet Baştuğ; Gonca Demirtaş

Vol. 8 No. 4 (2016) IEJEE

Child-centered reading intervention: See, talk, dictate, read, write!

Muhammet Baştuğ
Gonca Demirtaş

Published August 22, 2017 | Pages: 601-616 | Views: 902

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Abstract

Poor reading achievement of children in elementary schools has been one of the major concerns in education. The aim of this study is to examine the effectiveness of a child-centered reading intervention in eliminating the reading problems of a student with poor reading achievement. The research was conducted with a student having difficulty in reading. A reading intervention was designed that targeted multiple areas of reading and aimed to improve reading skills through the use of multiple strategies. This intervention is child-centered and includes visual aids, talking, dictating, reading and writing stages. The study was performed in 35 sessions consisting of stages of a single sentence (5 sessions), two sentences (5 sessions), three sentences (20 sessions) and the text stage (5 sessions). The intervention sessions were audio-taped. These recordings and the written responses to the reading comprehension questions provided the data for analysis. The findings on the reading intervention revealed positive outcomes. The student exhibited certain improvements at the levels of reading, reading rate and reading comprehension. These results were discussed in the literature and the findings suggest that child-centered reading strategies such as talking, dictating and writing should be the main focus of instruction for students with low reading literacy achievement to enable these students to meet the demands of the curriculum.

<p>Poor reading achievement of children in elementary schools has been one of the major concerns in education. The aim of this study is to examine the effectiveness of a child-centered reading intervention in eliminating the reading problems of a student with poor reading achievement. The research was conducted with a student having difficulty in reading. A reading intervention was designed that targeted multiple areas of reading and aimed to improve reading skills through the use of multiple strategies. This intervention is child-centered and includes visual aids, talking, dictating, reading and writing stages. The study was performed in 35 sessions consisting of stages of a single sentence (5 sessions), two sentences (5 sessions), three sentences (20 sessions) and the text stage (5 sessions). The intervention sessions were audio-taped. These recordings and the written responses to the reading comprehension questions provided the data for analysis. The findings on the reading intervention revealed positive outcomes. The student exhibited certain improvements at the levels of reading, reading rate and reading comprehension. These results were discussed in the literature and the findings suggest that child-centered reading strategies such as talking, dictating and writing should be the main focus of instruction for students with low reading literacy achievement to enable these students to meet the demands of the curriculum.</p>

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Keywords

Child centred intervention, dictate, reading fluency, talk, write

Affiliations

Muhammet Baştuğ

University of Nigde, Turkey

Gonca Demirtaş

Public Education Center, Turkey

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How to Cite

Baştuğ, M., & Demirtaş, G. (2017). Child-centered reading intervention: See, talk, dictate, read, write!. International Electronic Journal of Elementary Education, 8(4), 601–616. Retrieved from https://iejee.com/index.php/IEJEE/article/view/135