The purpose of the study is to examine fluent reading levels of gifted third-grade students and is to reveal the effects of word drill technique on fluent reading levels of these students. In this study, experimental method and case study pattern, which is a qualitative research pattern, were used together. The data collection process of this study was carried out in 2019. In the research, in order to reveal the levels of reading comprehension and reading errors of the students, reflective diaries which were kept during application and Error Analysis Inventory which Akyol (2010) adapted it into Turkish, which were originally developed by Ekwall and Shanker, were used as a data collection tool. In the study carried out on two gifted students, code names were used by hiding the real names of the students who form the data unit. These students were trained with word drill technique 4 hours a week, 6 weeks and 24 hours in total. During the application, findings that were acquired as a result of fluent reading studies demonstrated that reading errors of the students decreased and word recognition levels of the students increased after this application. Students’ reading levels that were diagnosed in second grade student increased from instruction level to independent level, students’ reading levels which were diagnosed in third grade student test scores increased from anxiety level to instruction level. Word errors in both students dramatically decreased. Based on reflective diaries, an increase was shown in the students’ rate of paying attention to hesitancy, emphasis, and intonation. In conclusion, the results of the study put forward that word drill technique is effective in improving reading comprehension, fluent reading and fixing oral reading errors of the gifted third-grade students.
Gifted student, Fluent reading, Reading.