Eurasian Journal of Educational Research

Abstract

Problem Statements: It is a fact that there are individual differences in
education and it would be wrong to expect every individual to learn at the
same speed. Certain individuals have difficulty in some subjects such as
reading, writing and mathematics, yet the most common such problem is
difficulty in reading. Particularly, the students who fall behind others in
early reading-writing periods have hardships in coding, interpretation
and word acquisition. These failures often result in low motivation to
learn and decreased self-esteem, and this, in turn, prevents them from
making satisfactory use of educational services. For these reasons, this
study focuses on the elimination of reading disabilities.
Purpose of the study: The aim of this study is to investigate the effects of
repetitive reading and preview-question-read-summarize (PQRS)
strategies on the elimination of reading and comprehension problems of a
3rd grader.
Method: This study, which focuses on the identification of reading and
comprehension problems and the elimination of such problems, can be
classified as an action research. On the other hand, it is also a case study as it
investigates in detail the reasons for the problems in reading and
comprehension that only one subject is having. 

Findings and results: At the end of the implementation process, we have seen the state of anxiety reduced to a free level.
Conclusions and Recommendations: The problems students with reading disabilities are continuous. These difficulties often begin during the early years of primary school and continue in subsequent years.
The identification of the strategies used to eliminate reading disabilities is expected not only to guide teachers in the teaching process but also to shed light on future studies of academicians.
Key Words: Reading disability, reading errors, action research, motivation