Article in e ğ itim ve Bilim · September 020 doi: 10. 15390/EB. 2020. 9015 citation reads 941 authors: Some of the authors of this publication are also working on these related projects

Conclusion and Suggestions 
In action research studies, educators who are usually practitioners (such as teachers, 
administrators, etc.) follow a systematic process to solve problems they encounter or improve their 
students’ skills in different areas. In a similar vein, this study aimed to enhance the fluent reading skills 
of third-grade primary school students through action plans prepared and implemented based on 
various fluent reading strategies. In this respect, it is thought that the present study has great potential 
to make a significant contribution to the research literature by reflecting participants’ practical 
experiences. On the other hand, the findings obtained in action research studies and the conclusions 
drawn out of them have a context-based value. Such factors as the researcher himself/herself, 
participants’ specific situations related to the research problem, the nature of action plans implemented 
in the research, etc. make it necessary to judge the value of research from the perspective of the setting 
in which it was conducted. This situation is also inherent in all other qualitative research designs which 
do not aim for generalizable findings.
In light of the experiences gained from the present research, the followings can be suggested: 
•
More action research studies need to be conducted with participants from different school 
contexts by using similar to (or different from) the action plans implemented in this study, 
helping to grasp the fluent reading phenomenon more holistically. Also, it is thought that the 
teaching activities used in such studies will guide teachers in improving their students’ (fluent) 
reading skills. For example, the classroom teacher who participated in this study played an 
active role in the design and implementation of teaching activities, provided important 
feedback through her reflective diaries, and expressed her will of benefiting from these 
experiences in her future teaching. 
•
The present research focused only on fluent reading. Therefore, new action research studies on 
the development of other reading components can also be carried out. Moreover, there might 
be additional neurological, physiological, affective, environmental, etc. factors that might affect 
the formation of reading action. So, in-depth qualitative research studies about these factors in 
different educational institutions or at various grade levels will help better understand the 
reading (difficulty) phenomenon. 

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Education and Science 2021, Vol 46, No 205, 19-47 
M. Aşıkcan & A. Saban
42 
•
Action research plays an essential role in improving teaching practice, so more action research 
studies need to be conducted in Turkey. Mainly, teachers who are also practitioners must carry 
out action research studies to solve the problems they encounter. This action will enable them 
to handle such issues more systematically and scientifically. From this point of view, it is 
important that teachers are equipped with the knowledge and skills in action research, starting 
with the pre-service teacher training. 

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Education and Science 2021, Vol 46, No 205, 19-47 
M. Aşıkcan & A. Saban
43