Research Article
BibTex RIS Cite

An Investigation of the Relationship Between Reading Fluency and Reading Comprehension in Students with and without Learning Disabilities

Year 2022, Volume: 23 Issue: 2, 365 - 388, 01.06.2022
https://doi.org/10.21565/ozelegitimdergisi.700711

Abstract

Introduction: The relationship between reading fluency and reading comprehension was investigated among 55 students attending 4th grade in this study. 27 had learning disabilities and 28 were typically developing.
Method: The relational screening model, a quantitative research model, was used in data analysis. Reading accuracy, speed, and prosody skills of students were assessed using a grade level text. Comprehension was assessed using a short-answer test that measured whether the information related to the text was retained, and open-ended questions that measured skills in terms of constructing meaning both literally and in depth. The data were analyzed via SPSS 18.00.
Findings: The reading accuracy, speed, prosody, and comprehension scores of students with learning disabilities were significantly lower than those by their typically developing peers. There was a significant moderate correlation between reading speed and comprehension among students with learning disabilities. There was a significant moderate correlation between prosody and comprehension in typically developing students.
Discussion: The students with learning disability scored lower in both reading fluency and reading comprehension. They were significantly behind their peers. It is inevitable that these reading problems in the fourth grade, where reading skills are expected to be acquired to a great extent and where teaching in academic subjects instead of reading instruction is started, will cause academic failures in the later years.

References

  • Adams, M. J. (1990). Beginning to Read: thinking and learning about print. Cambridge: MIT Press.
  • Adlof, M. S, Catts, W. H. & Little, D. T. (2006). Should the simple view of reading include a fluency component? Reading and Writing, 19, 933-958.
  • Afflerbach, P., Pearson, P. D. & Paris, S. G. (2008). Clarifying differences between reading skills and reading strategies. The Reading Teacher, 61(5), 364-373.
  • Akyol, H., Yıldırım, K., Ateş, S., Çetinkaya, Ç. & Rasinski, V. T. (2014). Okumayı değerlendirme: Öğretmenler için kolay ve pratik bir yol (Birinci basım). Ankara: Pegem Akademi.
  • Allinder, M. R., Dunse, L., Brunken, D. C. & Obermiller-Krolikowski, J. H. (2001). Improving fleuncy in at-risk students with learning disabilities. Remedial and Special Education, 22(1), 48-54.
  • Allor, H. J. & Chard, J. D. (2011). A comprehensive approach to improving reading fluency for students with disabilities. Focus on exceptional children, 43(5), 1-12.
  • Alves, M. L., Reis, C. & Pinheiro, A. (2014). Prosody and reading in dyslexic children. Dyslexia, 21, 35-49.
  • Anastasiou, D. & Griva, E. (2009). Awareness of reading strategy use and reading comprehension among poor and good readers. İlköğ¬retim Online, 8(2), 283-297.
  • Ateş, S. & Yıldız, M. (2011). Okumayı farklı yöntemlerle öğrenen ilköğretim üçüncü sınıf öğrencilerinin sesli okuma akıcılıklarının karşılaştırılması. Türk Eğitim Dergisi, 9(1), 101-124.
  • Başaran, M. (2013). Okuduğunu anlamanın bir göstergesi olarak akıcı okuma. Kuram ve Uygulamada Eğitim Bilimleri, 13(4), 2277-2290.
  • Baştuğ, M. & Akyol, H. (2012). Akıcı okuma becerilerinin okuduğunu anlamayı yordama düzeyi. Kuramsal Eğitimbilim Dergisi, 5(4), 394-411.
  • Baştuğ, M. & Keskin, H. K. (2012). Akıcı okuma becerileri ile anlama düzeyleri (Basit ve Çıkarımsal) arasındaki ilişki. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, 13(3), 227-244.
  • Baydık, B. (2006). Okuma güçlüğü olan çocukların sözcük okuma becerileri. Ankara Üniversitesi Eğitim bilimleri Fakültesi Özel Eğitim Dergisi, 7(1), 29-36.
  • Baydık, B. (2011). Okuma güçlüğü olan öğrencilerin üstbilişsel okuma stratejilerini kullanımı ve öğretmenlerinin okuduğunu anlama öğretim uygulamalarının incelenmesi. Eğitim ve Bilim, 36(162), 301-319.
  • Baydık, B. (2012). Okuma Güçlükleri. Y. S. S., Doğru (Ed.). Öğrenme Güçlükleri (s.131-166). Ankara: Eğiten Kitap.
  • Beech, R. J. & Awaida, M. (1992). Lexical and nonlexical routes: A comparison between normally achieving and poor readers. Journal of Learning Disabilities, 25(3), 196-206.
  • Benjamin, G. R. & Schwanenflugel, J. P. (2010). Text complexity and oral reading prosody in young readers. Reading Research Quarterly, 45(4), 388-404.
  • Botsas, G. & Padeliadu, S. (2003). Goal orientation and reading comprehension strategy use among students with and without reading difficulties. International Journal of Educational Research, 39, 477-495.
  • Brown, A. L., Palincsar & Purcell, L. (1986). “Poor readers: Teach, don’t label.” U. Neisser (Ed.). The school achievement of minority children: New perspectives. 105-143.
  • Bursuck, W. & Damer, M. (2007). Reading instruction for students who are at risk or have disabilities. Boston: Pearson Education Inc.
  • Büyüköztürk, Ş. (2012). Sosyal bilimler için veri analizi el kitabı (16. Basım). Ankara: Pegem Akademi.
  • Cain, K. & Oakhill, J. (2006). Profiles of children with specific reading comprehension difficulties. British Journal of Educational Psychology, 76, 683-696.
  • Calet, N., Defior, S. & Palma, G. N. (2015). A cross-sectional study of fluency and reading comprehension in Spanish primary school children. Journal of Research in Reading, 38(3), 272-285.
  • Chall, J. (1987). Reading development in adults. Annals of Dyslexia, 37(1), 240-251.
  • Coşkun, E. (2002). Okumanın hayatımızdaki yeri ve okuma sürecinin oluşumu. Tübar, 11, 231-244.
  • Çaycı, B. & Demir, K. M. (2006). Okuma ve anlama sorunu olan öğrenciler üzerine karşılaştırmalı bir çalışma. Türk Eğitim Bilimleri Dergisi, 4(4), 437-456.
  • Dowhower, S. L. (1991). Speaking of prosody: Fluency’s unattended bedfellow. Theory into Practice, 30(3), 165-175.
  • Dündar, H. & Akyol, H. (2014). Okuma ve anlama problemlerinin tespiti ve giderilmesine ilişkin örnek olay çalışması. Eğitim ve Bilim, 39(171), 361-377.
  • Edmonds, S. M., Vaughn, S., Wexler, J., Reutebuch, C., Cable, A., Tackett, K. K. & Schnakenberg, W. J. (2009). A Synthesis of reading interventions and effects on reading comprehension outcomes for older struggling readers. Review of Educational Research, 79(1), 262-300.
  • Erden, G., Kurdoğlu, F. & Uslu, R. (2002). İlköğretim okullarına devam eden Türk çocuklarının sınıf düzeylerine göre okuma hızı ve yazım hataları normlarının geliştirilmesi. Türk Psikiyatri Dergisi, 13(1), 5-13.
  • Ergül, C. (2012). Okumada güçlük yaşayan öğrencilerin okuma performanslarının öğrenme güçlüğü riski açısından değerlendirilmesi. Kuram ve Uygulamada Eğitim Bilimleri Dergisi, 12(3), 2033-2057.
  • Fuchs, S. L., Fuchs, D., Hosp, K. M. & Jenkins, R. J. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5(3), 239-256.
  • Garcia, R. J. & Cain, K. (2014). Decoding and reading comprehension: A meta-analysis to identify which reader and assessment characteristics influence the strenght of the relationship in english. Review of educational research, 84(1), 74-111.
  • Gökçe-Sarıpınar, E. & Erden, G. (2010). Okuma güçlüğünde akademik beceri ve duyusal-motor işlevleri değerlendirme testlerinin kullanılabilirliği. Türk Psikoloji Dergisi, 25(65), 56-66.
  • Harwell, J. M. (2001). Learning disabilities handbook: Ready-to-use strategies and activities for teaching students with learning disabilities. USA: Jossey-Bass.
  • Hitchcock, C. H., Prater, M. A., & Dowrick, P. W. (2004). Reading comprehension and fluency: Examining the effects of tutoring and video self-modeling on first-grade students with reading difficulties. Learning Disability Quarterly, 27(2), 89-103.
  • Hook, P. E., & Jones, S. D. (2002). The importance of automaticity and fluency for efficient reading comprehension. Perspectives, 28(1), 9-14.
  • Hudson, R. F., Lane, H. B., & Pullen, P. C. (2005). Reading Fluency Assessment and Instruction: What, Why, and How? The Reading Teacher, 58(8), 702-714.
  • IDEA, 1997. Individuals with Disabilities Education Act (IDEA): PL 105-17. (1997). Note to the regulations for eligibility for children with attention deficit disorder.
  • İnce, C. N. (2007). Zihinsel engelli öğrencilere okuduğunu anlama becerilerinin öğretilmesinde işbirlikli öğrenme yaklaşımı ile sunulan öğretim programının etkililiğinin incelenmesi (Yayımlanmış Doktora Tezi, Ankara Üniversitesi). Retrieved from http://kutuphane.ankara.edu.tr.
  • Jenkins, J. R., Fuchs, L. S., Broek, P., Espin, C. & Deno, S. L. (2003). Accuracy and fluency in list and context reading of skilled and RD groups: Absolute and relative performance levels. Learning disabilities research and practice, 18(4), 237-245.
  • Jerman, O., Reynolds, C. & Swanson, L. H. (2012). Does growth in working memory span or executive processes predict growth in reading and math in children with reading disabilities? Learning Disability Quarterly, 35(3), 144-157.
  • Juul, H., Poulsen, M. & Elbro, C. (2014). Separating speed from accuracy in beginning reading development. Journal of Educational Psychology, 106(4), 1096-1106. Karasar, N. (2011). Bilimsel Araştırma Yöntemi (22. Basım). Ankara: Nobel Yayınevi.
  • Karasu, H. P., Girgin, Ü., & Uzuner, Y. (2011). İşitme engelli öğrenciler ve işiten öğrencilerin okuma hatalarının hata analizi ile değerlendirilmesi. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 12(3), 79-96.
  • Karatay, H. (2009). Okuma stratejileri bilişsel farkındalık ölçeği. Sosyal Bilimler Enstitüsü Dergisi, 2(19), 58-80.
  • Kendeou, P., van den Broek, P., Helder, A. & Karlsson, J. (2014). A cognitive view of reading comprehension: Implications for reading difficulties. Learning Disabilities Research and Practice, 29(1), 10-16.
  • Keskin, H. K., & Baştuğ, M. (2012). Geçmişten günümüze akıcı konuşma. 11. Ulusal Sınıf Öğretmenliği Eğitimi Sempozyumu. 24-26 Mayıs 2012, Rize.
  • Keskinkılıç, K. & Keskinkılıç, S. B. (2005). Türkçe’nin temel becerileri ve ses temelli cümle yöntemi ile ilk okuma yazma öğretimi. Ankara: Asil Yayınevi.
  • Kim, Y. S., Wagner, R. K. & Lopez, D. (2012). Developmental relations between reading fluency and reading comprehension: A longitudinal study from grade 1 to grade 2. Journal of Experimental Child Psychology 113, 93–111.
  • Klauda, S. L., & Guthrie, J. T. (2008). Relationships of three components of reading fluency to reading comprehension. Journal of Educational Psychology, 100(2), 310-321.
  • Kochnower, J., Richardson, E., & Benedetto, B. (1983). A comparison of the phonic decoding ability of normal and learning disabled children. Journal of Learning Disabilities, 16, 348-351.
  • Kuhn, M. (2004). Helping students become accurate, expressive readers: Fluency instruction for small groups. International Reading Association, 58(4), 338-344.
  • Kuhn, M. R. & Stahl, S. A. (2003). Fluency: A review of developmental and remedial practices. Journal of Educational Psychology, 95(1), 3-21.
  • Kuhn, M. R., Schwanenflugel, P. J. & Meisinger, E. B. (2010). Aligning theory and assessment of reading fluency: Automaticity, prosody and definitions of fluency. Reading Researh Quarterly, 45(2), 230-251.
  • LaBerge, D., & Samuels, S. J. (1974). Toward a theory of automatic information processing in reading. Cognitive psychology, 6(2), 293-323.
  • Lai, A.S., Benjamin, G. R., Schwanenflugel, P. J. & Kuhn, M. R. (2014). The longitudinal relationship between reading fluency and reading comprehension skills in second-grade children. Reading-Writing Quarterly, 30(2), 116-138.
  • Lerner, J. W. (2000). Learning disabilities: Theories, diagnosis, and correction. Learning disabilities: Theories, diagnosis, and correction. Boston: Houghton Mifflin.
  • Logan, G. D. (1997). Automaticity and reading: Perspectives from the instance theory of automatization. Reading and Writing Quarterly, 13(2), 123-146.
  • Lόpez, R. M. & González, J. E. J. (1999). An analysis of the word naming errors of normal readers and reading disabled children in Spanish. Journal of Research in Reading, 22(2), 180-197.
  • Malone, L.D. & Mastropieri, M.A. (1992). Reading comprehension instruction: Summarisation and self – monitoring training for students with learning disabilities. Exceptional Children, 270-279.
  • McConnaughhay, M. C. (2008). The relationship between reading fluency and reading comprehension for third-grade students (Yayımlanmış Yüksek Lisans Tezi, Goucher College). Retrieved from http://kutuphane.ankara.edu.tr.
  • Mercer, C. D. & Mercer, A. R. (2005). Teaching students with learning problems (Yedinci basım). Upper Saddle River, NJ: Pearson-Merrill-Prentice Hall.
  • Mercer, C. D. & Pullen, P. C. (2005). Students with learning disabilities (Yedinci Basım). Upper Saddle River, NJ: Merrill-Prentice Hall.
  • Miller, J. & Schwanenflugel, J. P. (2008). A longitudinal study of the development of reading prosody as a dimension of oral reading fluency in early elementary school children. Reading Research Quarterly, 43(4), 336-354.
  • Nathan, R. G. & Stanovich, K. E. (1991). The causes and consequences of differences in reading fluency. Theory Into Practice, 30(3), 176-184.
  • National Reading Panel. (2013). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Bethesda, MD: National Institute of Child Health and Human Development.
  • O’Connor, E. R. (2017). Reading fluency and students with reading disabilities: How fast is fast enough to promote reading comprehension? Journal of Learning Disabilities, 1-13.
  • Paige, D. D. & Lavell-Magpuri, T. (2014). Reading fluency in the middle and secondary grades. International Electronic Journal of Elemantary Education, 7(1), 83-96.
  • Pearson, D. P., Hansen, J. & Gordon, C. J. (1979). The effect of background knowledge on young children’s comprehension of explicit and implicit information. Center for the Study of Reading, 116, 1-26.
  • Perfetti, A. C. (1983). Discourse context, word identification and reading ability. Language and Comprehension, 21, 53-61.
  • Pesa, N. & Somers, S. (2007). Improving reading comprehension through application and transfer of reading strategies (Yayımlanmış Yüksek Lisans Tezi, Saint Xavier Üniversitesi). Retrieved from http://kutuphane.ankara.edu.tr.
  • Pikulski, J. J., & Chard, D. J. (2005). Fluency: Bridge between decoding and reading comprehension. The Reading Teacher, 58(6), 510-519.
  • Quellette, P. G. (2006). What’s meaning got to do with it: The role of vocabulary in word reading and reading comprehension, Journal of Educational Psychology, 98(3), 554-566.
  • Rasinski, T. (2006). Reading fluency instruction: Moving beyond accuracy, automaticity and prosody. The Reading Teacher, 59(7), 704-706.
  • Rasinski, T. V., Homan, S. & Biggs, M. (2009). Teaching reading fluency to struggling readers: Method, materials, and evidence. Reading and Writing Quarterly, 25(2), 192-204.
  • Rasinski, T. V. (2012). Why reading fluency should be hot! The Reading Teacher, 65(8), 516-522.
  • Rasinski, T. V., Blachowicz, C., & Lems, K. (2012). Fluency Instruction: Research-based best practices (İkinci basım). New York, NY: Guilford Press.
  • Rasinski, T., Rikli, A. & Johnston, S. (2009). Reading fluency: More than automaticity? More than a concern for the primary grades? Literacy Research and Instruction, 48, 350-361.
  • Rasinski, T. V., Rupley, V. H., Paige, D. D. & Nichols, W. D. (2016). Alternative text types to imrove reading fluency for competent to struggling readers. International Journal of Instruction, 9(1), 163-178.
  • Ribeiro, I., Cadime, I., Freitas, T. & Viana, L. F. (2016). Beyond word recognition, fluency, and vocabulary: The influence of reasoning on reading comprehension. Australian Journal of Psychology, 68, 107-115.
  • Schwanenflugel, P.J., Hamilton, A.M., Kuhn, M.R., Wisenbaker, J.M. & Stahl, S.A. (2004). Becoming a fluent reader: Reading skill and prosodic features in the oral reading of young readers. Journal of Educational Psychology, 96(1), 119–129.
  • Schreiber, P. A. (1991). Understanding prosody’s role in reading acquisition. Theory Into Practice, 30, 158-164.
  • Seçkin, Ş. (2012). Okuma güçlüğü olan ve olmayan ilköğretim öğrencilerinin okuma akıcılıkları. (Yayımlanmış Yüksek Lisans Tezi, Ankara Üniversitesi). Retrieved from http://kutuphane.ankara.edu.tr.
  • Shaywitz, S. (2003). Overcoming dyslexia: A new and complete science-based program for reading problems at any level. New York: A Division of Random House, Inc.
  • Stipanovic, N. (2015). Metacognitive strategies in the career development of individuals with learning disabilities. Career Planning and Adult Development Journal, 120-130.
  • Swanson, H. L. & Ashbaker, M. H. (2000). Working memory, short-term memory, speech rate, Word recognition and reading comprehension in learning disabled readers: Does the executive system have a role? Intelligence, 28(1), 1-30.
  • Swanson, H. L. & O’Connor, R. (2009). The role of working memory and fluency practice on the reading comprehension of students. Journal of Learning Disabilities, 42(6), 548-575.
  • Tankersly, K. (2003). Threads of reading: Strategies for literacy development. Virginia, USA: Association for Supervision ve Curriculum Development (ASCD).
  • Tekin, E. & Kırcaali-İftar, G. (2001). Özel eğitimde yanlışsız öğretim yöntemleri (Birinci Basım). Ankara: Nobel.
  • Therrien, J. W. (2004). Fluency and comprehension gains as a result of repeated reading. Remedial and Special Education, 25(4), 252-261.
  • Thompson, D. R. & L. E. Bushnell (Ed.). (2009). Reading, learning, writing and disorders. New York: Nova Science Pub Inc.
  • Tobia, V. & Marzocchi, G. M. (2014). Cognitive profiles of Italian children with developmental dyslexia. Reading Research Quarterly, 49(4), 437-452.
  • Torgesen, K. J., Alexander, W. A., Wagner, K. R., Rashotte, A. C., Voeller, K. S. K. & Conway, T. (2001). Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term from two instructional approaches. Journal of Learning Disabilities, 78(34), 33-58.
  • Uzunkol, E. (2013). Akıcı okuma sürecinde karşılaşılan sorunların tespiti ve giderilmesine yönelik bir durum çalışması. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 9(1), 70-83.
  • Veenendaal, N. J., Groen, M. A. & Verhoeven, L., (2015). The role of speech prosody and text reading prosody in children’s reading comprehension. British Journal of Educational Psychology, 84, 521-536.
  • Wong, Y. L. B., Graham, L., Hoskyn, M. & Berman, J. (2008). The ABCs of learning disabilities (İkinci Basım). USA: Elsevier Inc.
  • Wood, E. D. (2009). Modeling the relationship between cognitive and reading measures in third and fourth grade children. Journal of Psychoeducational Assessment, 27(2), 96-112.
  • Yıldırım, K., Yıldız, M. & Ateş, S. (2011). Kelime bilgisi okuduğunu anlamanın anlamlı bir yordayıcısı mıdır ve yordama gücü metin türlerine göre farklılaşmakta mıdır? Kuram ve Uygulamada Eğitim Bilimleri, 11(3), 1531-1547.
  • Zutell, J. & Rasinski, T. V. (1991). Training teachers to attend to their student’s oral reading fluency. Theory into Practice, 30(3), 211-217.

Öğrenme Güçlüğü Olan ve Olmayan Öğrencilerde Akıcı Okuma ve Okuduğunu Anlama Becerileri Arasındaki İlişkinin İncelenmesi

Year 2022, Volume: 23 Issue: 2, 365 - 388, 01.06.2022
https://doi.org/10.21565/ozelegitimdergisi.700711

Abstract

Giriş: Bu çalışmada, dördüncü sınıfa devam eden 55 öğrencinin (27’si öğrenme güçlüğü olan ve 28’i tipik gelişim gösteren) akıcı okuma ve okuduğunu anlama becerilerindeki performansları ve her iki beceri arasındaki ilişki düzeyinin belirlenmesi amacıyla karşılaştırmalı olarak incelenmesi amaçlanmıştır.
Yöntem: Çalışmada nicel araştırma yöntemlerinden ilişkisel tarama modeli kullanılmıştır. Katılımcıların akıcı okuma (doğru okuma, hız ve prozodi) ve okuduğunu anlama becerileri dördüncü sınıf düzeyinde geçerliği ve güvenirliği sağlanmış iki metin ve çoktan seçmeli test soruları ile veri toplanarak incelenmiştir. Araştırma verilerinin analizi SPSS 18.00 istatistik programı ile yapılmıştır.
Bulgular: Çalışmadan elde edilen bulgulara göre; öğrenme güçlüğü olan öğrencilerin akıcı okuma ve okuduğunu anlama becerilerinde tipik gelişim gösteren öğrencilere göre anlamlı şekilde daha düşük puan aldıklarını göstermiştir. Akıcılık ve okuduğunu anlama arasındaki ilişkiler incelendiğinde öğrenme güçlüğü olan öğrencilerde okuma hızı ile okuduğunu anlama arasında, tipik gelişim gösteren öğrencilerde ise prozodi ile okuduğunu anlama arasında pozitif yönlü orta düzeyde anlamlı bir ilişki olduğu görülmüştür.
Tartışma: Bu araştırmada, öğrenme güçlüğü olan öğrencilerin hem akıcı okuma hem de okuduğunu anlamada akranlarının önemli ölçüde gerisinde oldukları ve bu becerilerinin geliştirilmesi gerektiği belirlenmiştir. Tipik gelişim gösteren akranlarının okuma becerilerinde önemli derecede ilerlediği ve öğretimin diğer akademik alanlardaki öğrenmeye daha çok odaklandığı dördüncü sınıfta yaşadıkları bu okuma problemlerinin daha sonraki yıllarda yaşanacak akademik başarısızlıklara neden olacağı kaçınılmazdır.

References

  • Adams, M. J. (1990). Beginning to Read: thinking and learning about print. Cambridge: MIT Press.
  • Adlof, M. S, Catts, W. H. & Little, D. T. (2006). Should the simple view of reading include a fluency component? Reading and Writing, 19, 933-958.
  • Afflerbach, P., Pearson, P. D. & Paris, S. G. (2008). Clarifying differences between reading skills and reading strategies. The Reading Teacher, 61(5), 364-373.
  • Akyol, H., Yıldırım, K., Ateş, S., Çetinkaya, Ç. & Rasinski, V. T. (2014). Okumayı değerlendirme: Öğretmenler için kolay ve pratik bir yol (Birinci basım). Ankara: Pegem Akademi.
  • Allinder, M. R., Dunse, L., Brunken, D. C. & Obermiller-Krolikowski, J. H. (2001). Improving fleuncy in at-risk students with learning disabilities. Remedial and Special Education, 22(1), 48-54.
  • Allor, H. J. & Chard, J. D. (2011). A comprehensive approach to improving reading fluency for students with disabilities. Focus on exceptional children, 43(5), 1-12.
  • Alves, M. L., Reis, C. & Pinheiro, A. (2014). Prosody and reading in dyslexic children. Dyslexia, 21, 35-49.
  • Anastasiou, D. & Griva, E. (2009). Awareness of reading strategy use and reading comprehension among poor and good readers. İlköğ¬retim Online, 8(2), 283-297.
  • Ateş, S. & Yıldız, M. (2011). Okumayı farklı yöntemlerle öğrenen ilköğretim üçüncü sınıf öğrencilerinin sesli okuma akıcılıklarının karşılaştırılması. Türk Eğitim Dergisi, 9(1), 101-124.
  • Başaran, M. (2013). Okuduğunu anlamanın bir göstergesi olarak akıcı okuma. Kuram ve Uygulamada Eğitim Bilimleri, 13(4), 2277-2290.
  • Baştuğ, M. & Akyol, H. (2012). Akıcı okuma becerilerinin okuduğunu anlamayı yordama düzeyi. Kuramsal Eğitimbilim Dergisi, 5(4), 394-411.
  • Baştuğ, M. & Keskin, H. K. (2012). Akıcı okuma becerileri ile anlama düzeyleri (Basit ve Çıkarımsal) arasındaki ilişki. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, 13(3), 227-244.
  • Baydık, B. (2006). Okuma güçlüğü olan çocukların sözcük okuma becerileri. Ankara Üniversitesi Eğitim bilimleri Fakültesi Özel Eğitim Dergisi, 7(1), 29-36.
  • Baydık, B. (2011). Okuma güçlüğü olan öğrencilerin üstbilişsel okuma stratejilerini kullanımı ve öğretmenlerinin okuduğunu anlama öğretim uygulamalarının incelenmesi. Eğitim ve Bilim, 36(162), 301-319.
  • Baydık, B. (2012). Okuma Güçlükleri. Y. S. S., Doğru (Ed.). Öğrenme Güçlükleri (s.131-166). Ankara: Eğiten Kitap.
  • Beech, R. J. & Awaida, M. (1992). Lexical and nonlexical routes: A comparison between normally achieving and poor readers. Journal of Learning Disabilities, 25(3), 196-206.
  • Benjamin, G. R. & Schwanenflugel, J. P. (2010). Text complexity and oral reading prosody in young readers. Reading Research Quarterly, 45(4), 388-404.
  • Botsas, G. & Padeliadu, S. (2003). Goal orientation and reading comprehension strategy use among students with and without reading difficulties. International Journal of Educational Research, 39, 477-495.
  • Brown, A. L., Palincsar & Purcell, L. (1986). “Poor readers: Teach, don’t label.” U. Neisser (Ed.). The school achievement of minority children: New perspectives. 105-143.
  • Bursuck, W. & Damer, M. (2007). Reading instruction for students who are at risk or have disabilities. Boston: Pearson Education Inc.
  • Büyüköztürk, Ş. (2012). Sosyal bilimler için veri analizi el kitabı (16. Basım). Ankara: Pegem Akademi.
  • Cain, K. & Oakhill, J. (2006). Profiles of children with specific reading comprehension difficulties. British Journal of Educational Psychology, 76, 683-696.
  • Calet, N., Defior, S. & Palma, G. N. (2015). A cross-sectional study of fluency and reading comprehension in Spanish primary school children. Journal of Research in Reading, 38(3), 272-285.
  • Chall, J. (1987). Reading development in adults. Annals of Dyslexia, 37(1), 240-251.
  • Coşkun, E. (2002). Okumanın hayatımızdaki yeri ve okuma sürecinin oluşumu. Tübar, 11, 231-244.
  • Çaycı, B. & Demir, K. M. (2006). Okuma ve anlama sorunu olan öğrenciler üzerine karşılaştırmalı bir çalışma. Türk Eğitim Bilimleri Dergisi, 4(4), 437-456.
  • Dowhower, S. L. (1991). Speaking of prosody: Fluency’s unattended bedfellow. Theory into Practice, 30(3), 165-175.
  • Dündar, H. & Akyol, H. (2014). Okuma ve anlama problemlerinin tespiti ve giderilmesine ilişkin örnek olay çalışması. Eğitim ve Bilim, 39(171), 361-377.
  • Edmonds, S. M., Vaughn, S., Wexler, J., Reutebuch, C., Cable, A., Tackett, K. K. & Schnakenberg, W. J. (2009). A Synthesis of reading interventions and effects on reading comprehension outcomes for older struggling readers. Review of Educational Research, 79(1), 262-300.
  • Erden, G., Kurdoğlu, F. & Uslu, R. (2002). İlköğretim okullarına devam eden Türk çocuklarının sınıf düzeylerine göre okuma hızı ve yazım hataları normlarının geliştirilmesi. Türk Psikiyatri Dergisi, 13(1), 5-13.
  • Ergül, C. (2012). Okumada güçlük yaşayan öğrencilerin okuma performanslarının öğrenme güçlüğü riski açısından değerlendirilmesi. Kuram ve Uygulamada Eğitim Bilimleri Dergisi, 12(3), 2033-2057.
  • Fuchs, S. L., Fuchs, D., Hosp, K. M. & Jenkins, R. J. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5(3), 239-256.
  • Garcia, R. J. & Cain, K. (2014). Decoding and reading comprehension: A meta-analysis to identify which reader and assessment characteristics influence the strenght of the relationship in english. Review of educational research, 84(1), 74-111.
  • Gökçe-Sarıpınar, E. & Erden, G. (2010). Okuma güçlüğünde akademik beceri ve duyusal-motor işlevleri değerlendirme testlerinin kullanılabilirliği. Türk Psikoloji Dergisi, 25(65), 56-66.
  • Harwell, J. M. (2001). Learning disabilities handbook: Ready-to-use strategies and activities for teaching students with learning disabilities. USA: Jossey-Bass.
  • Hitchcock, C. H., Prater, M. A., & Dowrick, P. W. (2004). Reading comprehension and fluency: Examining the effects of tutoring and video self-modeling on first-grade students with reading difficulties. Learning Disability Quarterly, 27(2), 89-103.
  • Hook, P. E., & Jones, S. D. (2002). The importance of automaticity and fluency for efficient reading comprehension. Perspectives, 28(1), 9-14.
  • Hudson, R. F., Lane, H. B., & Pullen, P. C. (2005). Reading Fluency Assessment and Instruction: What, Why, and How? The Reading Teacher, 58(8), 702-714.
  • IDEA, 1997. Individuals with Disabilities Education Act (IDEA): PL 105-17. (1997). Note to the regulations for eligibility for children with attention deficit disorder.
  • İnce, C. N. (2007). Zihinsel engelli öğrencilere okuduğunu anlama becerilerinin öğretilmesinde işbirlikli öğrenme yaklaşımı ile sunulan öğretim programının etkililiğinin incelenmesi (Yayımlanmış Doktora Tezi, Ankara Üniversitesi). Retrieved from http://kutuphane.ankara.edu.tr.
  • Jenkins, J. R., Fuchs, L. S., Broek, P., Espin, C. & Deno, S. L. (2003). Accuracy and fluency in list and context reading of skilled and RD groups: Absolute and relative performance levels. Learning disabilities research and practice, 18(4), 237-245.
  • Jerman, O., Reynolds, C. & Swanson, L. H. (2012). Does growth in working memory span or executive processes predict growth in reading and math in children with reading disabilities? Learning Disability Quarterly, 35(3), 144-157.
  • Juul, H., Poulsen, M. & Elbro, C. (2014). Separating speed from accuracy in beginning reading development. Journal of Educational Psychology, 106(4), 1096-1106. Karasar, N. (2011). Bilimsel Araştırma Yöntemi (22. Basım). Ankara: Nobel Yayınevi.
  • Karasu, H. P., Girgin, Ü., & Uzuner, Y. (2011). İşitme engelli öğrenciler ve işiten öğrencilerin okuma hatalarının hata analizi ile değerlendirilmesi. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 12(3), 79-96.
  • Karatay, H. (2009). Okuma stratejileri bilişsel farkındalık ölçeği. Sosyal Bilimler Enstitüsü Dergisi, 2(19), 58-80.
  • Kendeou, P., van den Broek, P., Helder, A. & Karlsson, J. (2014). A cognitive view of reading comprehension: Implications for reading difficulties. Learning Disabilities Research and Practice, 29(1), 10-16.
  • Keskin, H. K., & Baştuğ, M. (2012). Geçmişten günümüze akıcı konuşma. 11. Ulusal Sınıf Öğretmenliği Eğitimi Sempozyumu. 24-26 Mayıs 2012, Rize.
  • Keskinkılıç, K. & Keskinkılıç, S. B. (2005). Türkçe’nin temel becerileri ve ses temelli cümle yöntemi ile ilk okuma yazma öğretimi. Ankara: Asil Yayınevi.
  • Kim, Y. S., Wagner, R. K. & Lopez, D. (2012). Developmental relations between reading fluency and reading comprehension: A longitudinal study from grade 1 to grade 2. Journal of Experimental Child Psychology 113, 93–111.
  • Klauda, S. L., & Guthrie, J. T. (2008). Relationships of three components of reading fluency to reading comprehension. Journal of Educational Psychology, 100(2), 310-321.
  • Kochnower, J., Richardson, E., & Benedetto, B. (1983). A comparison of the phonic decoding ability of normal and learning disabled children. Journal of Learning Disabilities, 16, 348-351.
  • Kuhn, M. (2004). Helping students become accurate, expressive readers: Fluency instruction for small groups. International Reading Association, 58(4), 338-344.
  • Kuhn, M. R. & Stahl, S. A. (2003). Fluency: A review of developmental and remedial practices. Journal of Educational Psychology, 95(1), 3-21.
  • Kuhn, M. R., Schwanenflugel, P. J. & Meisinger, E. B. (2010). Aligning theory and assessment of reading fluency: Automaticity, prosody and definitions of fluency. Reading Researh Quarterly, 45(2), 230-251.
  • LaBerge, D., & Samuels, S. J. (1974). Toward a theory of automatic information processing in reading. Cognitive psychology, 6(2), 293-323.
  • Lai, A.S., Benjamin, G. R., Schwanenflugel, P. J. & Kuhn, M. R. (2014). The longitudinal relationship between reading fluency and reading comprehension skills in second-grade children. Reading-Writing Quarterly, 30(2), 116-138.
  • Lerner, J. W. (2000). Learning disabilities: Theories, diagnosis, and correction. Learning disabilities: Theories, diagnosis, and correction. Boston: Houghton Mifflin.
  • Logan, G. D. (1997). Automaticity and reading: Perspectives from the instance theory of automatization. Reading and Writing Quarterly, 13(2), 123-146.
  • Lόpez, R. M. & González, J. E. J. (1999). An analysis of the word naming errors of normal readers and reading disabled children in Spanish. Journal of Research in Reading, 22(2), 180-197.
  • Malone, L.D. & Mastropieri, M.A. (1992). Reading comprehension instruction: Summarisation and self – monitoring training for students with learning disabilities. Exceptional Children, 270-279.
  • McConnaughhay, M. C. (2008). The relationship between reading fluency and reading comprehension for third-grade students (Yayımlanmış Yüksek Lisans Tezi, Goucher College). Retrieved from http://kutuphane.ankara.edu.tr.
  • Mercer, C. D. & Mercer, A. R. (2005). Teaching students with learning problems (Yedinci basım). Upper Saddle River, NJ: Pearson-Merrill-Prentice Hall.
  • Mercer, C. D. & Pullen, P. C. (2005). Students with learning disabilities (Yedinci Basım). Upper Saddle River, NJ: Merrill-Prentice Hall.
  • Miller, J. & Schwanenflugel, J. P. (2008). A longitudinal study of the development of reading prosody as a dimension of oral reading fluency in early elementary school children. Reading Research Quarterly, 43(4), 336-354.
  • Nathan, R. G. & Stanovich, K. E. (1991). The causes and consequences of differences in reading fluency. Theory Into Practice, 30(3), 176-184.
  • National Reading Panel. (2013). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Bethesda, MD: National Institute of Child Health and Human Development.
  • O’Connor, E. R. (2017). Reading fluency and students with reading disabilities: How fast is fast enough to promote reading comprehension? Journal of Learning Disabilities, 1-13.
  • Paige, D. D. & Lavell-Magpuri, T. (2014). Reading fluency in the middle and secondary grades. International Electronic Journal of Elemantary Education, 7(1), 83-96.
  • Pearson, D. P., Hansen, J. & Gordon, C. J. (1979). The effect of background knowledge on young children’s comprehension of explicit and implicit information. Center for the Study of Reading, 116, 1-26.
  • Perfetti, A. C. (1983). Discourse context, word identification and reading ability. Language and Comprehension, 21, 53-61.
  • Pesa, N. & Somers, S. (2007). Improving reading comprehension through application and transfer of reading strategies (Yayımlanmış Yüksek Lisans Tezi, Saint Xavier Üniversitesi). Retrieved from http://kutuphane.ankara.edu.tr.
  • Pikulski, J. J., & Chard, D. J. (2005). Fluency: Bridge between decoding and reading comprehension. The Reading Teacher, 58(6), 510-519.
  • Quellette, P. G. (2006). What’s meaning got to do with it: The role of vocabulary in word reading and reading comprehension, Journal of Educational Psychology, 98(3), 554-566.
  • Rasinski, T. (2006). Reading fluency instruction: Moving beyond accuracy, automaticity and prosody. The Reading Teacher, 59(7), 704-706.
  • Rasinski, T. V., Homan, S. & Biggs, M. (2009). Teaching reading fluency to struggling readers: Method, materials, and evidence. Reading and Writing Quarterly, 25(2), 192-204.
  • Rasinski, T. V. (2012). Why reading fluency should be hot! The Reading Teacher, 65(8), 516-522.
  • Rasinski, T. V., Blachowicz, C., & Lems, K. (2012). Fluency Instruction: Research-based best practices (İkinci basım). New York, NY: Guilford Press.
  • Rasinski, T., Rikli, A. & Johnston, S. (2009). Reading fluency: More than automaticity? More than a concern for the primary grades? Literacy Research and Instruction, 48, 350-361.
  • Rasinski, T. V., Rupley, V. H., Paige, D. D. & Nichols, W. D. (2016). Alternative text types to imrove reading fluency for competent to struggling readers. International Journal of Instruction, 9(1), 163-178.
  • Ribeiro, I., Cadime, I., Freitas, T. & Viana, L. F. (2016). Beyond word recognition, fluency, and vocabulary: The influence of reasoning on reading comprehension. Australian Journal of Psychology, 68, 107-115.
  • Schwanenflugel, P.J., Hamilton, A.M., Kuhn, M.R., Wisenbaker, J.M. & Stahl, S.A. (2004). Becoming a fluent reader: Reading skill and prosodic features in the oral reading of young readers. Journal of Educational Psychology, 96(1), 119–129.
  • Schreiber, P. A. (1991). Understanding prosody’s role in reading acquisition. Theory Into Practice, 30, 158-164.
  • Seçkin, Ş. (2012). Okuma güçlüğü olan ve olmayan ilköğretim öğrencilerinin okuma akıcılıkları. (Yayımlanmış Yüksek Lisans Tezi, Ankara Üniversitesi). Retrieved from http://kutuphane.ankara.edu.tr.
  • Shaywitz, S. (2003). Overcoming dyslexia: A new and complete science-based program for reading problems at any level. New York: A Division of Random House, Inc.
  • Stipanovic, N. (2015). Metacognitive strategies in the career development of individuals with learning disabilities. Career Planning and Adult Development Journal, 120-130.
  • Swanson, H. L. & Ashbaker, M. H. (2000). Working memory, short-term memory, speech rate, Word recognition and reading comprehension in learning disabled readers: Does the executive system have a role? Intelligence, 28(1), 1-30.
  • Swanson, H. L. & O’Connor, R. (2009). The role of working memory and fluency practice on the reading comprehension of students. Journal of Learning Disabilities, 42(6), 548-575.
  • Tankersly, K. (2003). Threads of reading: Strategies for literacy development. Virginia, USA: Association for Supervision ve Curriculum Development (ASCD).
  • Tekin, E. & Kırcaali-İftar, G. (2001). Özel eğitimde yanlışsız öğretim yöntemleri (Birinci Basım). Ankara: Nobel.
  • Therrien, J. W. (2004). Fluency and comprehension gains as a result of repeated reading. Remedial and Special Education, 25(4), 252-261.
  • Thompson, D. R. & L. E. Bushnell (Ed.). (2009). Reading, learning, writing and disorders. New York: Nova Science Pub Inc.
  • Tobia, V. & Marzocchi, G. M. (2014). Cognitive profiles of Italian children with developmental dyslexia. Reading Research Quarterly, 49(4), 437-452.
  • Torgesen, K. J., Alexander, W. A., Wagner, K. R., Rashotte, A. C., Voeller, K. S. K. & Conway, T. (2001). Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term from two instructional approaches. Journal of Learning Disabilities, 78(34), 33-58.
  • Uzunkol, E. (2013). Akıcı okuma sürecinde karşılaşılan sorunların tespiti ve giderilmesine yönelik bir durum çalışması. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 9(1), 70-83.
  • Veenendaal, N. J., Groen, M. A. & Verhoeven, L., (2015). The role of speech prosody and text reading prosody in children’s reading comprehension. British Journal of Educational Psychology, 84, 521-536.
  • Wong, Y. L. B., Graham, L., Hoskyn, M. & Berman, J. (2008). The ABCs of learning disabilities (İkinci Basım). USA: Elsevier Inc.
  • Wood, E. D. (2009). Modeling the relationship between cognitive and reading measures in third and fourth grade children. Journal of Psychoeducational Assessment, 27(2), 96-112.
  • Yıldırım, K., Yıldız, M. & Ateş, S. (2011). Kelime bilgisi okuduğunu anlamanın anlamlı bir yordayıcısı mıdır ve yordama gücü metin türlerine göre farklılaşmakta mıdır? Kuram ve Uygulamada Eğitim Bilimleri, 11(3), 1531-1547.
  • Zutell, J. & Rasinski, T. V. (1991). Training teachers to attend to their student’s oral reading fluency. Theory into Practice, 30(3), 211-217.
There are 99 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Gülperi Arabacı 0000-0002-8987-9984

Publication Date June 1, 2022
Published in Issue Year 2022 Volume: 23 Issue: 2

Cite

APA Arabacı, G. (2022). Öğrenme Güçlüğü Olan ve Olmayan Öğrencilerde Akıcı Okuma ve Okuduğunu Anlama Becerileri Arasındaki İlişkinin İncelenmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 23(2), 365-388. https://doi.org/10.21565/ozelegitimdergisi.700711

Creative Commons Lisansı
The content of the Journal of Special Education is licensed under Creative Commons Attribution-NonCommercial 4.0 International Licence. 

13336   13337      13339  13340