An Action Research on Improving Fluent Reading Skills of Third-Grade Primary School Students

Abstract

This study aimed to improve the fluent reading skills of third-grade primary school students by developing and implementing action plans based on fluent reading strategies. It employed the participatory action research design, one of the qualitative research approaches. A total of 27 third-grade students attending a state primary school in Konya during the spring of 2017 participated in the study. First, pre-measurements were performed to determine students’ current states regarding the three fluent reading components (accurate reading, reading speed, and prosody). Next, ten action plans related to the three components were developed and implemented in 10 weeks. Later, post-measurements were performed, and pre- and post-measurement results were compared. Also, feedback about the implementation process (qualitative data) was sought through participant observations, conversation type interviews with the classroom teacher and students, reflective journals, and video recordings. According to the findings, students’ reading mistakes in all the three text types (narrative, informative, and poetic) decreased, reading speeds increased, and reading prosody levels enhanced. The use of various technological tools, software programs, and different reading strategies during the implementation process helped students focus more on the activities, raised their interest in them, and made their learning more pleasant. Moreover, the use of grouping strategies such as reading choir, reading theatre, and dart playing affected students positively for learning. It is concluded that the study has great potential to contribute to the research literature by reflecting the practical experiences.