Researchers Akgün and Akçamete from Near East University have conducted a study to assess the effectiveness of the reading intervention program, OKU-GEL, in enhancing the fluent reading skills of primary school students diagnosed with dyslexia. Utilizing the changing criterion design from single-subject research models, the study involved three Turkish-speaking male students attending primary school.
The OKU-GEL program, an acronym derived from its Turkish name, incorporates rapid automatic naming (RAN), phonological awareness (PA), and repeated reading exercises. The research focused on reading speed and reading accuracy as dependent variables, with OKU-GEL as the independent variable.
The results demonstrated the significant efficacy of the OKU-GEL program in improving the reading speed and accuracy skills of students with dyslexia. Moreover, the students showcased the ability to generalize these acquired skills to diverse settings and individuals. Encouragingly, the students maintained these improved skills even two, three, and four weeks post-completion of the intervention.
Notably, the findings revealed positive impacts on phonological awareness (PA), rapid automatic naming (RAN), and word reading skills. The post-test results from PA, RAN, and word reading tests (KOBIT) indicated substantial improvements in these crucial areas. Interestingly, the study challenged previous assumptions by demonstrating that RAN skills, traditionally considered challenging to develop, can indeed be enhanced through targeted interventions like OKU-GEL.
In conclusion, the OKU-GEL intervention proved to be a highly effective tool in fostering the development of fluent reading skills in students with dyslexia. The positive outcomes extended beyond the intervention period, highlighting the sustained impact of the program. Moreover, the research received favorable feedback from students, their parents, and classroom teachers, affirming the social validity of the intervention.
This study not only contributes valuable insights into the field of dyslexia intervention but also emphasizes the potential for targeted programs like OKU-GEL to empower students with dyslexia in their reading journey.
More Information:
https://www.tandfonline.com/doi/full/10.1080/10573569.2023.2214157
