Bibliographic Details
| Title: |
Helping Mert Become the Student They Aspire to Be: A Single-Case Intervention Using Think-Aloud and Paraphrasing to Improve Reading and Writing. |
| Authors: |
Zelzele, Birgül1 (AUTHOR) birgul.zelzele@gmail.com, Akyol, Hayati2 (AUTHOR) |
| Source: |
Reading & Writing Quarterly. 2026, Vol. 42 Issue 3, p223-235. 13p. |
| Subject Terms: |
*Reading intervention, *Fourth grade (Education), *Educational intervention, *Protocol analysis (Cognition), *Written communication, *Reading comprehension, Paraphrase |
| Abstract: |
This study provides an example of a combined reading and writing intervention approach that improved both domains and aims to address the problem of how to improve the reading and writing levels of a fourth-grade student facing such difficulties. The study employed a single case design with quantitative analysis. Initially, an individualized program was implemented to address these problems. The program combined think-aloud and paraphrasing strategies, which complemented each other. The ten-week (38-hour) intervention was implemented without reducing the student's motivation. The student's reading comprehension level was assessed using the Informal Reading Inventory, the Word Recognition Percentage Guide, and the Comprehension Level Guide. The student's writing level was determined and evaluated using the Writing Assessment Scale, which assessed content, mechanics, vocabulary, sentence structure, and genre. The interventions increased the student's reading and comprehension success from frustration to instructional level. Writing also showed positive development, with clearer structure, vocabulary use, and attention to mechanics. Although the student's writing level varies according to the types of texts he writes, the post-test writing score increased by 71.3% compared to the pretest. These findings highlight the potential of think-aloud and paraphrasing as practical strategies that teachers can integrate into classroom instruction to support struggling readers and writers. [ABSTRACT FROM AUTHOR] |
|
Copyright of Reading & Writing Quarterly is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) |
| Database: |
Education Research Complete |
