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Abstract


The Effect Of Repeated Reading Of Digital Texts On The Fluency Reading And Comprehension Skills of Primary 4th Grade Students

The aim of this study is to determine the effect of repeated reading of digital text of the fourth grade students' fluency (speed, accuracy, prosody) and comprehension skills. The study was carried out in the first semester of 2018-2019 Academic Year with 21 students from fourth grade in a public school in Kırşehir. In the eight-week practice, repeated reading and comprehension activities were conducted with the students each week with a different digital text. In this study, a single group which is one of the quasi-experimental designs pre test-post test model was used. In the study, as data collection tools, it were used “Miscue Analysis Inventory”, “Prozodic Reading Scale” and “Reading Comprehension Test”. According to the results of the study, the reading speed has increased, the reading errors have decreased and prozodic readings have improved of the students. At the same time, it was also seen a progress in the reading comprehension skills. In the light of the results obtained from the study, it is seen that repeated reading is an effective method for students to improve their fluent reading and comprehension skills. In addition, if educators can use digital texts correctly and in a planned manner, they can use them as an effective tool in developing students' fluency and comprehension skills.



Keywords
Repeated reading, digital texts, reading fluency, comprehension



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