Akademik Veri Yönetim Sistemi
Reading and Writing Quarterly, 2025 (SSCI, Scopus)
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.