The study of reading fluency and reading comprehension skills of primary school students whose mother tongue is different

Abstract

The purpose of this research is to analyse reading fluency and comprehension skills of different mother tongue of primary school students in the 4th grade. The effects of variables such as mother tongue and gender were examined in reading fluency and comprehension skills of different primary school students whose mother tongue is different. The working group of the study was selected by criterion sampling from the purposeful sampling methods among the students studying in primary schools in the province of Tuşba in Van. The working group consists of 201 female and 227 males, a total of 428 students. In the research, ‘Narrative Text’ collected data about reading fluency; ‘Multidimensional Fluency Scale’ measured reading prosody skills; and ‘Reading Comprehension Test’ was used to determine the reading comprehension levels. According to the findings, the students were generally divided into two groups: those whose mother tongue is Turkish, and those who is Kurdish. As a result of the research, it was revealed that the fluent reading and reading comprehension skills of primary school 4th grade students whose mother tongue is Turkish are generally higher than those whose mother tongue is Kurdish. 

İlkokul Öğrencilerinin Okuduğunu Anlama Becerileri: Okuma Tutumu Doğrultusunda Bir Değerlendirme

“…The reading comprehension skills of the primary school students who received preschool education and those who did not receive preschool education were similar. Although the conclusion that preschool education does not contribute to reading comprehension has emerged in this research, this situation does not coincide with various research results in the literature (Cimem, 2017;Kaldan, 2007;Kayıran, 2016;Kızıltaş & Yıldız, 2020;Tutal, 2013). The effect of the preschool education variable on primary school students' reading attitudes is discussed, and the reading attitudes of the primary school students who received preschool education were better than those who did not.…”

“…Bulgular sonucunda ortaya çıkan anlamlı farklılığa göre; okul öncesi eğitim alan ilkokul öğrencilerinin okuduğunu anlama becerileri okul öncesi eğitim almamış öğrencilerin okuduğunu anlama becerilerinden daha iyi düzeyde olduğu ortaya çıkmıştır. Bu sonuç alanyazındaki çeşitli araştırma sonuçları ile örtüşmektedir (Cimem, 2017;Kaldan, 2007;Kayıran, 2016;Kızıltaş & Yıldız, 2020;Tutal, 2013). Okul öncesi eğitim sürecinden geçmiş öğrencilerin okuma becerisi de dâhil olmak üzere dilin tüm becerilerinde, daha iyi performans gösterdikleri Ouko'nun (2015) araştırmasında da ortaya çıkmıştır.…”