Extending Research on Oral Reading Fluency Measures, Reading Speed, and Comprehension

Schall, Megan; Skinner, Christopher H.; Cazzell, Samantha; Ciancio, Dennis; Ruddy, Jonah; Thompson, Kelly

doi:10.1007/s40688-015-0083-5

Cited by 33 publications

(1 citation statement)

References 26 publications

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“…Sözü edilen araştırmalar akıcı okuma problemlerinin giderilmesi amacıyla farklı uygulamaları ve sonuçlarını içermektedir. Akıcı okumayla ilgili yapılan bazı araştırmalarda ise akıcı okumanın okuduğunu anlama ile ilişkisi farklı sınıflarda ve farklı değişkenler bazında incelenmiştir (Lepola, Lynch, Kiuru, Laakkonen ve Nurmi, 2016;Paige, Rasinski, Lavell ve Smith, 2014;Pey, Min ve Woh, 2014;Schall, Skinner, Cazzell, Ciancio, Ruddy ve Thompson, 2016;Utchell, Scmitt, McCallum, McGoey ve Piselli, 2016). Söz konusu araştırmalarda akıcı okuma, okuduğunu anlamanın belirlenmesinde önemli bir değişken olarak görülmektedir.…”

Section: Introductionunclassified

How does gender impact the relationship between reading fluency and reading comprehension?<p>Akıcı okuma ve okuduğunu anlama arasındaki ilişkilerde cinsiyet nasıl bir rol oynamaktadır?

Kaya

Yıldırım

2018

HumanSciences

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This research aimed to explore how gender impacts the relationship between reading fluency and reading comprehension. The research sample consists of a total of 100 seventh graders. In order to assess the students' reading comprehension and reading fluency levels, an expository and a narrative text were used. For the implementations, each student was asked to read orally the expository text and answered the comprehension questions related to texts. The same procedure was used for the narrative text reading. The comprehension tests were the researcher-developed. The recorded oral readings were scored according to reading fluency components including word recognition automaticity and prosody by the researchers. The comprehension tests were focused on deep and literal comprehension levels of the students. The research findings indicated that there were statistically significant relations between reading comprehension and reading fluency. However, the gender of the students did not affect the significant differences between reading fluency and reading comprehension.

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Section: Introductionunclassified