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Silent Reading Fluency and Reading Comprehension: Two Halves of an Apple

Yıl 2021, Cilt: 7 Sayı: 2, 258 - 279, 22.10.2021
https://doi.org/10.31464/jlere.842723

Öz

The fields of reading education and reading research in Turkey are filled with inconsistencies. In order to address these inconsistencies, the current study establishes the two skills that make up the ability to read: reading fluency and reading comprehension. Furthermore, the current study demonstrates that these are related but distinct skills with a cross-sectional correlation study. The silent reading fluency and reading comprehension skills of 257 3rd to 7th graders was evaluated. The results demonstrated that there was a moderate and positive relationship between these two skills. The lack of one-to-one correspondence between these two skills suggests that they require individual attention both in education and research. These results also have connotations for students with reading difficulties. Seeing that these skills are distinct, difficulty with one of these skills does not necessitate difficulty with the other. Hence, students’ reading fluency and reading comprehension skills both should be monitored.

Destekleyen Kurum

Tilburg University

Kaynakça

  • Akın, E., & Çeçen, M. A. (2014). Ortaokul öğrencilerinin okuma stratejileri üstbilişsel farkındalık düzeylerinin değerlendirilmesi (Muş-Bulanık örneği) [Secondary school students’ metacognitive awareness of reading strategies level (Muş-Bulanık sample)]. Turkish Studies: International Periodical For The Languages, Literature and History of Turkish or Turkic, 9(8), 91-110.
  • Araújo, L., Folgado, C., & Pocinho, M. (2009). Reading comprehension in primary school: Textbooks, curriculum and assessment. L1 - Educational Studies in Language and Literature, 9(4), 27-43.
  • Arı, G., & Keskin, H. K. (2016) Türkçe dersi (1-8. sınıflar) öğretim programı okuma öğrenme alanındaki kazanımlarla ilgili eleştirel bir değerlendirme [A critical evaluating of acquisitions in reading learning areas of Turkish curriculum (grades 1-8)]. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, 32, 144-169.
  • Asaad, A. S., & Hailaya, W. M. (2001). Statistics as applied to education and other related fields. Rex Book Store, Inc.
  • Assa, H. F. (2017). The correlation between students’ accuracy in reading typoglycemic words in sentences and vocabulary mastery [Unpublished bachelor’s thesis]. Universitas Brawijaya.
  • Bakır, F. H., & Babür, N. (2018) Hızlı otomatik isimlendirme testi’nin Türkçeye uyarlanması [Adaptation of rapid automotized naming tests to Turkish]. Boğaziçi Üniversitesi Eğitim Dergisi, 35(2), 35-51.
  • Balcı, E. (2019). Disleksi hakkında öğretmen görüşleri ve karşılaştıkları sorunlar [Teachers' opinions about dyslexia and the challenges they face]. Ege Eğitim Dergisi, 20(1), 162-179.
  • Baştuğ, M., & Akyol, H. (2012). Akıcı okuma becerilerinin okuduğunu anlamayı yordama düzeyi [The level of prediction of reading comprehension by fluent reading skills]. Kuramsal Eğitimbilim Dergisi, 5(4), 394-411.
  • Baştuğ, M., & Keskin, H., K. (2012). Akıcı okuma becerileri ile anlama düzeyleri (basit ve çıkarımsal) arasındaki ilişki [The relationship between fluent reading skills and comprehension level (literal and inferential)]. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 13(3), 227-244.
  • Biber, A. Ç., & Tuna, A. (2017). Ortaokul matematik kitaplarındaki öğrenme alanları ve Bloom taksonomisine göre karşılaştırmalı analizi [A comparative analysis of the exercise questions in secondary school mathematics books based on learning domains and Bloom’s taxonomy]. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 36(1), 161-174.
  • Bowyer‐Crane, C., & Snowling, M. J. (2005). Assessing children's inference generation: What do tests of reading comprehension measure?. British Journal of Educational Psychology, 75(2), 189-201.
  • Cappa, C., & Giolivi, S. (2014). Dyslang Module 3: Dyslexia across Europe. University of South Wales. http://dyscovery.research.southwales.ac.uk/media/files/documents/2014-01-16/Module_3.pdf
  • Clure, L. F. (2013). Teacher judgments of student writing: Examining the accuracy of ratings for the identification of at-risk students [Unpublished doctoral dissertation]. University of Nebraska-Lincoln.
  • Coşkun, Y. D. (2013). Türkçe ders kitaplarının PISA sınavı okuma ölçütleri açısından incelenmesi [Examination of the Turkish textbooks in terms of PISA reading skills criteria]. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 26, 22-43.
  • Çelik, C., Erden, G., Özmen, S., & Tural Hesapçıoğlu, S. (2017). Comparing two editions of Wechsler Intelligence Scales and assessing reading skills in children with attention deficit and hyperactivity disorder. Turkish Journal of Psychiatry, 28(2), 104-116.
  • Çeliktürk Sezgin, Z. Ç., & Gedikoğlu Özilhan, Y. G. G. (2019). 1.-8. sınıf Türkçe ders kitaplarındaki metne dayalı anlama sorularının incelenmesi [Examining text-based comprehension questions in Turkish textbooks of the 1st- the 8st graders]. Ana Dili Eğitimi Dergisi, 7(2), 353-367.
  • Çetinkaya, G., Ülper, H., & Yağmur, K. (2015). Öğrencilerin doğru ve akıcı sessiz sözcük okuma becerileriyle kavrama başarıları arasındaki ilişki [Relationship between students' accurate and fluent silent word reading skills and their comprehension]. İlköğretim Online, 14(3), 993-1004.
  • de Araújo Vilhena, D., & Vieira Pinheiro, A. M. (2016). Revised version of the scale of evaluation of reading competence by the teacher: Final validation and standardization. Universitas Psychologica, 15(4), 1-13.
  • Denton, C. A., Barth, A. E., Fletcher, J. M., Wexler, J., Vaughn, S., Cirino, P. T., Romain, M., & Francis, D. J. (2011). The relations among oral and silent reading fluency and comprehension in middle school: Implications for identification and instruction of students with reading difficulties. Scientific Studies of Reading, 15(2), 109-135.
  • Dinç, R. (2017). Okuma güçlüğü yaşayan öğrencide okuma becerisini geliştirmeye yönelik bir eylem araştırması [Action research about development of reading and writing skills of dyslexic student]. Kuramsal Eğitimbilim Dergisi, 10(2), 320-334.
  • Doğan, B. (2013). Türkçe ve sınıf öğretmenlerinin okuma güçlüğüne ilişkin bilgileri ve okuma güçlüğü olan öğrencileri belirleyebilme düzeyleri [Determining Turkish language and elementary classroom teachers’ knowledge on dyslexia and their awareness of diagnosing students with dyslexia]. Okuma Yazma Eğitimi Araştırmaları, 1(1), 20-33.
  • Erden, G., Kurdoglu, F., & Uslu, R. (2002). İlköğretim okullarına devam eden Türk çocuklarının sınıf düzeylerine göre okuma hızı ve yazım hataları normlarının geliştirilmesi [Development of grade level norms for reading speed and writing errors of Turkish elementary school children]. Türk Psikiyatri Dergisi, 13(1), 5-13.
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Yıl 2021, Cilt: 7 Sayı: 2, 258 - 279, 22.10.2021
https://doi.org/10.31464/jlere.842723

Öz

Kaynakça

  • Akın, E., & Çeçen, M. A. (2014). Ortaokul öğrencilerinin okuma stratejileri üstbilişsel farkındalık düzeylerinin değerlendirilmesi (Muş-Bulanık örneği) [Secondary school students’ metacognitive awareness of reading strategies level (Muş-Bulanık sample)]. Turkish Studies: International Periodical For The Languages, Literature and History of Turkish or Turkic, 9(8), 91-110.
  • Araújo, L., Folgado, C., & Pocinho, M. (2009). Reading comprehension in primary school: Textbooks, curriculum and assessment. L1 - Educational Studies in Language and Literature, 9(4), 27-43.
  • Arı, G., & Keskin, H. K. (2016) Türkçe dersi (1-8. sınıflar) öğretim programı okuma öğrenme alanındaki kazanımlarla ilgili eleştirel bir değerlendirme [A critical evaluating of acquisitions in reading learning areas of Turkish curriculum (grades 1-8)]. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, 32, 144-169.
  • Asaad, A. S., & Hailaya, W. M. (2001). Statistics as applied to education and other related fields. Rex Book Store, Inc.
  • Assa, H. F. (2017). The correlation between students’ accuracy in reading typoglycemic words in sentences and vocabulary mastery [Unpublished bachelor’s thesis]. Universitas Brawijaya.
  • Bakır, F. H., & Babür, N. (2018) Hızlı otomatik isimlendirme testi’nin Türkçeye uyarlanması [Adaptation of rapid automotized naming tests to Turkish]. Boğaziçi Üniversitesi Eğitim Dergisi, 35(2), 35-51.
  • Balcı, E. (2019). Disleksi hakkında öğretmen görüşleri ve karşılaştıkları sorunlar [Teachers' opinions about dyslexia and the challenges they face]. Ege Eğitim Dergisi, 20(1), 162-179.
  • Baştuğ, M., & Akyol, H. (2012). Akıcı okuma becerilerinin okuduğunu anlamayı yordama düzeyi [The level of prediction of reading comprehension by fluent reading skills]. Kuramsal Eğitimbilim Dergisi, 5(4), 394-411.
  • Baştuğ, M., & Keskin, H., K. (2012). Akıcı okuma becerileri ile anlama düzeyleri (basit ve çıkarımsal) arasındaki ilişki [The relationship between fluent reading skills and comprehension level (literal and inferential)]. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 13(3), 227-244.
  • Biber, A. Ç., & Tuna, A. (2017). Ortaokul matematik kitaplarındaki öğrenme alanları ve Bloom taksonomisine göre karşılaştırmalı analizi [A comparative analysis of the exercise questions in secondary school mathematics books based on learning domains and Bloom’s taxonomy]. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 36(1), 161-174.
  • Bowyer‐Crane, C., & Snowling, M. J. (2005). Assessing children's inference generation: What do tests of reading comprehension measure?. British Journal of Educational Psychology, 75(2), 189-201.
  • Cappa, C., & Giolivi, S. (2014). Dyslang Module 3: Dyslexia across Europe. University of South Wales. http://dyscovery.research.southwales.ac.uk/media/files/documents/2014-01-16/Module_3.pdf
  • Clure, L. F. (2013). Teacher judgments of student writing: Examining the accuracy of ratings for the identification of at-risk students [Unpublished doctoral dissertation]. University of Nebraska-Lincoln.
  • Coşkun, Y. D. (2013). Türkçe ders kitaplarının PISA sınavı okuma ölçütleri açısından incelenmesi [Examination of the Turkish textbooks in terms of PISA reading skills criteria]. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 26, 22-43.
  • Çelik, C., Erden, G., Özmen, S., & Tural Hesapçıoğlu, S. (2017). Comparing two editions of Wechsler Intelligence Scales and assessing reading skills in children with attention deficit and hyperactivity disorder. Turkish Journal of Psychiatry, 28(2), 104-116.
  • Çeliktürk Sezgin, Z. Ç., & Gedikoğlu Özilhan, Y. G. G. (2019). 1.-8. sınıf Türkçe ders kitaplarındaki metne dayalı anlama sorularının incelenmesi [Examining text-based comprehension questions in Turkish textbooks of the 1st- the 8st graders]. Ana Dili Eğitimi Dergisi, 7(2), 353-367.
  • Çetinkaya, G., Ülper, H., & Yağmur, K. (2015). Öğrencilerin doğru ve akıcı sessiz sözcük okuma becerileriyle kavrama başarıları arasındaki ilişki [Relationship between students' accurate and fluent silent word reading skills and their comprehension]. İlköğretim Online, 14(3), 993-1004.
  • de Araújo Vilhena, D., & Vieira Pinheiro, A. M. (2016). Revised version of the scale of evaluation of reading competence by the teacher: Final validation and standardization. Universitas Psychologica, 15(4), 1-13.
  • Denton, C. A., Barth, A. E., Fletcher, J. M., Wexler, J., Vaughn, S., Cirino, P. T., Romain, M., & Francis, D. J. (2011). The relations among oral and silent reading fluency and comprehension in middle school: Implications for identification and instruction of students with reading difficulties. Scientific Studies of Reading, 15(2), 109-135.
  • Dinç, R. (2017). Okuma güçlüğü yaşayan öğrencide okuma becerisini geliştirmeye yönelik bir eylem araştırması [Action research about development of reading and writing skills of dyslexic student]. Kuramsal Eğitimbilim Dergisi, 10(2), 320-334.
  • Doğan, B. (2013). Türkçe ve sınıf öğretmenlerinin okuma güçlüğüne ilişkin bilgileri ve okuma güçlüğü olan öğrencileri belirleyebilme düzeyleri [Determining Turkish language and elementary classroom teachers’ knowledge on dyslexia and their awareness of diagnosing students with dyslexia]. Okuma Yazma Eğitimi Araştırmaları, 1(1), 20-33.
  • Erden, G., Kurdoglu, F., & Uslu, R. (2002). İlköğretim okullarına devam eden Türk çocuklarının sınıf düzeylerine göre okuma hızı ve yazım hataları normlarının geliştirilmesi [Development of grade level norms for reading speed and writing errors of Turkish elementary school children]. Türk Psikiyatri Dergisi, 13(1), 5-13.
  • Flynn, J. M., & Rahbar, M. H. (1998). Improving teacher prediction of children at risk for reading failure. Psychology in the Schools, 35(2), 163-172.
  • Fuchs, L. S., Fuchs, D., Hosp, M. K., & Jenkins, J. R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5(3), 239-256.
  • Gulan, T., & Valerjev, P. (2010). Semantic and related types of priming as a context in word recognition. Review of Psychology, 17(1), 53-58.
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  • Hammill, D. D., Wiederholt, J. L., & Allen, E. A. (2006). TOSCRF: Test of silent contextual reading fluency. Pro-Ed.
  • Hoover, W. A., & Tunmer, W. E. (1993). The components of reading. G. B. Thompson, W. E. Tunmer & T. Nicholson (Eds.), Language and education library: Reading acquisition processes (pp. 1–19). Multilingual Matters.
  • Irwin, J. (2006). Teaching reading comprehension processes. Allyn & Bacon.
  • Irwin, J. W. (1983). Coherence factors in children's textbooks. Reading Psychology: An International Quarterly, 4(1), 11-23.
  • Irwin, J. W. (1991). Teaching reading comprehension processes (2. bs.). Prentice Hall.
  • İnce, M., & Gözütok, F. D. (2017). Türkçe 6, 7, 8. sınıf ders kitaplarının PISA becerilerine göre incelenmesi [Investigation of Turkish 6th, 7th, 8th grade textbooks according to PISA reading literacy]. Turkish Studies: International Periodical for the Languages, Literature and History of Turkish or Turkic, 12(33), 213-225.
  • Kaufman, A. S., & Kaufman, N. L. (2014). Kaufman test of educational achievement (3rd ed.). NCS Pearson.
  • Kaya, D., & Yıldırım, K. (2016) Dördüncü sınıf öğrencilerin akıcı okumalarının basit ve çıkarımsal anlama düzeylerine göre değerlendirilmesi [Evaluation of fourth grade students' reading fluency skills in regard to deep and literal comprehension levels]. Ana Dili Eğitimi Dergisi, 4(3), 416-430.
  • Kelso, K., Whitworth, A., Parsons, R., & Leitão, S. (2020). Hidden reading difficulties: Identifying children who are poor comprehenders. Learning Disability Quarterly. Advance online publication.
  • Khamis, H. (2008). Measures of association: How to choose?. Journal of Diagnostic Medical Sonography, 24(3), 155-162.
  • 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.
  • Kodan, H. (2020). Okuma güçlüğüne ilişkin öğretmen görüşleri [Teachers opinions about reading disability]. Bayburt Eğitim Fakültesi Dergisi, 15(29), 204-222.
  • Kökçü, Y., & Demirel, Ş. (2017). 5, 6, 7 ve 8. sınıf Türkçe dersi okuma kazanımlarının okuma modelleri ile ilişkisi üzerine bir inceleme [A research on the relation between reading acquisitions of 5, 6, 7 and 8th classes’ Turkish courses and models of reading]. Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi, 6(2), 1133-1147.
  • LaBerge, D., & Samuels, S. J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6(2), 293-323.
  • Lane, K. L., Oakes, W., & Menzies, H. (2010). Systematic screenings to prevent the development of learning and behavior problems: Considerations for practitioners, researchers, and policy makers. Journal of Disability Policy Studies, 21(3), 160-172.
  • Lower, A. (2014). The effects of letter transposition and context on reading: Testing the myth of typoglycemia. Unpublished manuscript. Retrieved from http://nebula.wsimg.com/36c1b5a6f3dedbf89d1729a7f06b9526?AccessKeyId=76A65F2DCAA5C8AA1A83&disposition=0&alloworigin=1
  • Madelaine, A., & Wheldall, K. (2005). Identifying low-progress readers: Comparing teacher judgment with a curriculum-based measurement procedure. International Journal of Disability, Development and Education, 52(1), 33-42.
  • Meneghetti, C., Carretti, B., & De Beni, R. (2006). Components of reading comprehension and scholastic achievement. Learning and Individual Differences, 16(4), 291-301.
  • Mullis, I. V. S., Martin, M. O., Foy, P., & Drucker, K. T. (2012). PIRLS 2011 international results in reading. International Study Center.
  • Mullis, I. V. S., Martin, M. O., Gonzalez, E. G., & Kennedy, A. M. (2003). PIRLS 2001 international report: IEA’s study of reading literacy achievement in primary school in 35 countries. International Study Center.
  • Oney, B., & Goldman, S. R. (1984). Decoding and comprehension skills in Turkish and English: Effects of the regularity of grapheme-phoneme correspondences. Journal of Educational Psychology, 76(4), 557-568.
  • Özcan, S., & Oluk, S. (2007) İlköğretim fen bilgisi derslerinde kullanılan soruların Piaget ve Bloom taksonomisine göre analizi [Analysis of questions used in science lessons at primary school according to Piaget and Bloom taxonomy]. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 8, 61- 68.
  • Polat, İ., & Dedeoğlu, H. (2020). Sınıf öğretmenlerinin hazırladığı metin altı sorularının incelenmesi [Investigation of text-based reading comprehension questions prepared by primary school teachers]. Ana Dili Eğitimi Dergisi, 8(4), 1468-1482.
  • Pressley, M. (2000). What should comprehension instruction be the instruction of?. M.L. Kamil, P.B. Mosenthal, P.D. Pearson & R. Barr (Eds.), Handbook of reading research (Vol 3, pp. 545–562). Erlbaum.
  • Rasinski, T. V., Chang, S. C., Edmondson, E., Nageldinger, J., Nigh, J., Remark, L., Srsen Kenney, K., Walsh-Moorman, E., Yildirim, K., Nichols, W. D., Paige, D. D., & Rupley, W. H. (2017). Reading fluency and college readiness. Journal of Adolescent and Adult Literacy, 60(4), 453–460.
  • Sanacore, J., & Palumbo, A. (2009). Understanding the fourth-grade slump: Our point of view. The Educational Forum, 73, 67-74.
  • Saracaloğlu, A., Dedebali, N. C., & Karasakaloğlu, N. (2011). Sekizinci sınıf öğrencilerinin sessiz okuma hızları ve okuduğunu anlama düzeyleri [The 8th grade students’ speeds silent reading and levels of reading comprehension]. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 12(3), 177-193.
  • Saraçlı Çelik, S. (2019). İlkokul 4. sınıf öğrencilerinin doğru ve akıcı sessiz sözcük okuma düzeyinin öğrencilerin okuduğunu anlama becerisi ve okuma motivasyonu ile ilişkisi [correlation between 4th grade primary school students' level of correct and fluent silence word reading and reading comprehension skills and reading motivation] [Unpublished master’s thesis]. Menderes Üniversitesi.
  • Sarar Kuzu, T. (2013). Türkçe ders kitaplarındaki metin altı sorularının yenilenmiş Bloom taksonomisindeki hatırlama ve anlama bilişsel düzeyleri açısından incelenmesi [Investigation of the text following questions in Turkish course books with respect to their remembering and understanding cognition levels of the revised Bloom taxonomy]. Cumhuriyet Üniversitesi Sosyal Bilimler Dergisi, 37(1), 58-76.
  • Savaş, B. (2017). Yazma öğretiminin ilkokul öğrencilerinin okuma-anlama becerileri üzerine etkilerinin incelenmesi: Dilbilimsel bir yaklaşım [An analysis of the influences of hand-writing teaching on reading comprehension skills of primary school students: A linguistic approach]. Uluslararası Eğitim Bilimleri Dergisi, 13, 120-140.
  • Schleicher, A., Zimmer, K., Evans, J., & Clements, N. (2009). PISA 2009 assessment framework: Key competencies in reading, mathematics and science. OECD Publishing.
  • Schrank, F. A., Mather, N., & McGrew, K. S. (2014). Woodcock-Johnson IV Tests of Achievement. Riverside.
  • Share, D. L. (2008). On the Anglocentricities of current reading research and practice: The perils of overreliance on an “outlier” orthography. Psychological Bulletin, 134(4), 584.
  • Taştekinoğlu, E., & Aydın, G. (2014). 4. sınıf matematik sınav sorularının TİMSS 2011 bilişsel alanları ve öğretim programlarıyla karşılaştırılması [A comparison of 4th grade math exam questions with the cognitive areas and the education programs of TIMSS 2011]. N. Kayar & Ü. Güneş (Eds.), III. Türkiye Lisansüstü Çalışmalar Kongresi Bildiriler Kitabı (Vol 1, pp. 247-264). Sakarya Üniversitesi Basımevi.
  • Terziyan, T. L., & Yıldız, E. (2020). Türkçede telaffuz edildiği gibi yazılmayan kelimeler [Words that are not spelled in the manner they are pronounced in Turkish] [Manuscript submitted for publication]. Department of Culture Studies, Tilburg University & School of Foreign Languages, Yıldız Teknik University.
  • Torgeson, J. K., Wagner, R. K., Lonigan, C. J., & DeGraff, A. (2002). Test of critical early reading skills [Unpublished manuscript]. Department of Psychology, Florida State University.
  • Torppa, M., Georgiou, G. K., Lerkkanen, M. K., Niemi, P., Poikkeus, A. M., & Nurmi, J. E. (2016). Examining the simple view of reading in a transparent orthography: A longitudinal study from kindergarten to Grade 3. Merrill-Palmer Quarterly, 62, 179–206.
  • Torppa, M., Vasalampi, K., Eklund, K., Sulkunen, S., & Niemi, P. (2020). Reading comprehension difficulty is often distinct from difficulty in reading fluency and accompanied with problems in motivation and school well-being. Educational Psychology, 40(1), 62-81.
  • Tüm, G. (2016). 5. ve 6. sınıf ilköğretim Türkçe ders kitaplarında yer alan metin önü ve sonu sorularının Bloom taksonomisi'ne göre değerlendirilmesi [An evaluation of pre- and post-reading questions in the 5th and 6th grade Turkish books, used in the primary and secondary education in terms of Bloom’s taxonomy]. Turkish Studies: International Periodical for the Languages, Literature and History of Turkish or Turkic, 11(14), 731-748.
  • Ülper, H., & Yağmur, K. (2016). Akıcı Sessiz Sözcük Okuma Testinin Geliştirilmesi [Developing silent word reading fluency test]. İlköğretim Online, 15(2), 581-593.
  • Ülper, H., Çetinkaya, G., & Bayat, N. (2017). Okuduğunu anlama testinin geliştirilmesi [Developing reading comprehension test]. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 18(1), 175-187.
  • Wagner, R. C., Torgesen, J. K., Rashotte, C. A., & Pearson, N. A. (2010). Test of silent reading efficiency and comprehension. Pro Ed.
  • Whitten, C., Labby, S., & Sullivan, S. L. (2016). The impact of pleasure reading on academic success. Journal of Multidisciplinary Graduate Research, 2(1), 48-64.
  • Williams, J. P. (1993). Comprehension of students with and without learning disabilities: Identification of narrative themes and idiosyncratic text representations. Journal of Educational Psychology, 85(4), 631-641.
  • Yıldırım, K., & Ateş, S. (2012). Silent and oral reading fluency: Which one is the best predictor of reading comprehension of Turkish elementary students. International Journal on New Trends in Education and Their Implications, 3(4), 79-91.
  • Ziegler, J. C., & Goswami, U. (2006). Becoming literate in different languages: Similar problems, different solutions. Developmental Science, 9(5), 429-436.
Toplam 72 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Araştırma Makaleleri
Yazarlar

Treysi Terziyan 0000-0002-8470-5432

Yayımlanma Tarihi 22 Ekim 2021
Gönderilme Tarihi 18 Aralık 2020
Yayımlandığı Sayı Yıl 2021 Cilt: 7 Sayı: 2

Kaynak Göster

APA Terziyan, T. (2021). Silent Reading Fluency and Reading Comprehension: Two Halves of an Apple. Dil Eğitimi Ve Araştırmaları Dergisi, 7(2), 258-279. https://doi.org/10.31464/jlere.842723

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Dil Eğitimi ve Araştırmaları Dergisi

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