GEÇMİŞTEN GÜNÜMÜZE AKICI OKUMA

H. Kağan Keskin; Muhammet Baştuğ

doi:10.20296/tsad.75456

FLUENT READING FROM PAST TO PRESENT

Yıl 2013, Cilt: 171 Sayı: 171, 189 - 208, 01.01.2013

H. Kağan Keskin Muhammet Baştuğ

Öz

In this research; views on the components, assessment, teaching and theoretical structure of fluent reading in the period from the early 20th Century to the present were presented in parallel with its process of development. It was discussed, in light of the literature, whether fluent reading is a skill based on simple repetition and explained by theory of automatization; the processes it has gone through in its process of development; how the definitions of fluent reading have changed over time; and whether cognitive psychology has had an impact upon this process of change. Examples of fluent reading strategies that could be implemented by individuals or groups are presented. Its connection with comprehension was addressed and the importance of modeling in the development of prosody was stressed. Moreover, points related to fluent reading that still remain ambiguous were discussed. Finally, the importance of fluent reading in both social and academic lives is addressed and various suggestions were presented.

Anahtar Kelimeler

Fluent reading, prosody, automatization, comprehension

Kaynakça

ADAMS, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
AKYOL, H. (2006). Türkçe İlk Okuma Yazma Öğretimi. Ankara: Pegem A Yayıncılık Ltd. Şti.
ALLINGTON, R. L. (1983). Fluency: The neglected reading goal. Reading Teacher, 36(6), 556-561.
BAŞTUĞ, M. (2012). İlköğretim Birinci Kademe Öğrencilerinin Akıcı Okuma Becerilerinin Çeşitli Değişkenler Açısından İncelenmesi. Yayınlanmamış Doktora Tezi, Gazi Üniversitesi, Ankara.
BENJAMIN, R. G., & SCHWANENFLUGEL, P. J. (2010). Text complexity and oral reading prosody in young readers. Reading Research Quarterly, 45(4), 388-404.
BOERSMA, P., & WEENINK, D. (2012). Praat: Doing phonetics by computer (Version 5.3.23) [Computer Software]. Amsterdam: Institute of Phonetic Sciences.
BREZNITZ, Z. (2006). Fluency in reading: Synchronization of processes. Mahwah NJ: Lawrence Erlbaum Associates.
CARROLL, J. B. (1965). The contributions of psychological theory and educational research to the teaching of foreign languages. The Modern Language Journal, 49(5), 273-281.
COURBRON, C. (2012). The correlation between the three reading fluency subskills and reading comprehension in at-risk adolescent readers. Unpublished Doctoral Dissertation, Liberty Universty.
DAANE, M. C., CAMPBELL, J. R., GRIGG, W. S., GOODMAN, M. J., & ORANJE, A. (2005). Fourth-grade students reading aloud: Naep 2002 special study of oral reading. Washington, DC: U.S. Department of Education. Institute of Education Sciences, National Center for Education Statistics.
DENO, S. L. (1985). Curriculum-based measurement: The emerging alternative. Exceptional Children, 52(3), 219-232.
DENO, S. L. (2003). Developments in curriculum-based measurement. Journal of Special Education, 37(3), 184-192.
DONAHUE, P. L., VOELKL, K. E., CAMPBELL, J. R., & MAZZEO, J. (1999). Naep 1998 reading report card for the nation and the states. Washington, DC: U.S. National Center for Education Statistics.
DOWHOWER, S. L. (1987). Effects of repeated reading on second-grade transitional readers' fluency and comprehension. Reading Research Quarterly, 22(4), 389-406.
DOWHOWER, S. L. (1991). Speaking of prosody: Fluency's unattended bedfellow. Theory Into Practice, 30(3), 165-175.
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.
GOSS, S. J. (2009). Prosody and reading comprehension in l2 japanese. Unpublished Master Thesis, Ohio State University.
HECKELMAN, R. G. (1969). A neurological-impress method of remedial- reading instruction. Intervention in School and Clinic, 4(4), 277-282.
HOYTE, K. J., BROWNELL, H., & WINGFIELD, A. (2009). Components of speech prosody and their use in detection of syntactic structure by older adults. Experimental Aging Research, 35(1), 129-151.
HUDSON, R. F., LANE, H. B., & PULLEN, P. C. (2005). Reading fluency assessment and instruction: What, why, and how? Reading Teacher, 58(8), 702-714.
HUEY, E. B. (1968). The psychology and pedagogy of reading: With a review of the history of reading and writing and of methods, texts, and hygiene in reading (Reprinted ed.). Massachusetts: MIT Press.
KESKIN, H. K. (2012). Akıcı Okuma Yöntemlerinin Okuma Becerileri Üzerindeki Etkisi. Doctoral Dissertation, Gazi Üniversitesi, Ankara.
KESKIN, H. K., & BAŞTUĞ, M. (2011). İlköğretim Dördüncü Sınıf Öğrencilerinin Sesli Okuma Ve Konuşma Prozodileri Arasındaki İlişkinin İncelenmesi. 10. Sınıf Öğretmenliği Eğitimi Sempozyumu. 5-7 Mayıs 2011, Sivas.
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(1), 93- 111.
KIRBY, J. R., & GORDON, C. J. (1988). Text segmenting and comprehension: Effects of reading and information processing abilities. British Journal of Educational Psychology, 58(3), 287-300.
KITZEN, K. R. (2001). Prosodic sensitivity, morphological ability, and reading ability in young adults with and without childhood histories of reading difficulty. Doctoral Thesis, Columbia University, New York.
KLEIMAN, G. M., WINOGRAD, P. N., & HUMPHREY, M. M. (1979). Prosody and children's parsing of sentences. Illinois: University of Illinois at Urbana-Champaign.
KNUPP, R. (1988). Improving oral reading skills of educationally handicapped elementary school-aged students through repeated readings (Practicum report No. ED 297275 ERIC Document Reproduction Service). Lauderdale, FL: Nova University.
KOSTEWICZ, D. E., & KUBINA, R. M. (2010). A comparision of two reading fluency methods: Repeated readings to fluency criterion and interval sprinting. Reading Improvement, 47(1), 43-63.
KUHN, M. R., SCHWANENFLUGEL, P. J., MEISINGER, E. B., LEVY, B. A., & RASINSKI, T. V. (2010). Aligning theory and assessment of reading fluency: Automaticity, prosody, and definitions of fluency. Reading Research Quarterly, 45(2), 230-251.
KUHN, M. R., & STAHL, S. A. (2000). Fluency: A review of developmental and remedial practices. Ann Arbor: Center for the Improvement of Early Reading Achievement.
LABERGE, D., & SAMUELS, S. J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6(2), 293-323.
LOGAN, G. D. (1997). Automaticity and reading: Perspectives from the instance theory of automatization. Reading & Writing Quarterly, 13(2), 123- 146.
LYYTINEN, H., ERSKINE, J., ARO, M., & RICHARDSON, U. (2007). Reading and reading disorders. In E. Hoff & M. Shatz (Eds.), Blackwell handbook of language development (pp. 454-474). Malden: Blackwell Publishing Ltd.
MACKEY, L. S., & FINN, P. (1997). Effect of speech dialect on speech naturalness ratings: A systematic replication of martin. Journal of Speech, Language & Hearing Research, 40(2), 349.
MEYER, M. S., & FELTON, R. H. (1999). Repeated reading to enhance fluency: Old approaches and new directions. Annals of Dyslexia, 49, 283-306.
MILLER, J., & SCHWANENFLUGEL, P. J. (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.
MUSTI-RAO, S., HAWKINS, R. O., & BARKLEY, E. A. (2009). Effects of repeated readings on the oral reading fluency of urban fourth-grade students: Implications for practice. Preventing School Failure, 54(1), 12-23.
NATIONAL READING PANEL. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute of Child Health and Human Development.
NICHOLS, W. D., RUPLEY, W. H., & RASINSKI, T. (2009). Fluency in learning to read for meaning: Going beyond repeated readings. Literacy Research and Instruction, 48(1), 1 - 13.
O'SHEA, L. J., SINDELAR, P. T., & O'SHEA, D. J. (1985). The effects of repeated readings and attentional cues on reading fluency and comprehension. Journal of Literacy Research, 17(2), 129-142.
PATEL, R., & MCNAB, C. (2011). Displaying prosodic text to enhance expressive oral reading. Speech Communication, 53(3), 431-441.
PINNELL, G. S., PIKULSKI, J. J., WIXSON, K. K., CAMPBELL, J. R., GOUGH, P. B., & BEATTY, A. S. (1995). Listening to children read aloud: Data from naep's integrated reading performance record (irpr) at grade 4 (No. 0-88685-167-X). Princeton N. J.: National Assessment of Educational Progress.
RASHOTTE, C. A., & TORGESEN, J. K. (1985). Repeated reading and reading fluency in learning disabled children. Reading Research Quarterly, 20(2), 180-188.
RASINSKI, T. (2004). Creating fluent readers. Educational Leadership, 61(6), 46-51.
RASINSKI, T. (2006a). A brief history of reading fluency. In S. J. Samuels & A. E. Farstrup (Eds.), What research has to say about fluency instruction (pp. 4-23). Newark: International Reading Association.
RASINSKI, T. (2006b). Reading fluency instruction: Moving beyond accuracy, automaticity and prosody. The Reading Teacher, 59(7), 704-706.
RASINSKI, T. (2010). The fluent reader. New York: Scholastic Inc.
RASINSKI, T., PADAK, N., LINEK, W., & STURTEVANT, E. (1994). Effects of fluency development on urban second-grade readers. The Journal of Educational Research, 87(3), 158 - 165.
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(4), 350-361.
RICHEK, M. A., CALDWELL, J. S., JENNINGS, J. H., & LERNER, J. W. (2002). Reading problems. Boston: Allyn&Bacon.
SAMUELS, S. J. (1979). The method of repeated readings. Reading Teacher, 32, 403-408.
SAMUELS, S. J. (2006a). Looking backward: Reflection on a carrier in reading. Journal of Literacy Research, 38(3), 327-344.
SAMUELS, S. J. (2006b). Reading fluency: Its past, present, and future. In T. V. Rasinski, C. L. Z. Blachowicz & K. Lems (Eds.), Fluency instruction : Research-based best practices (pp. 7-20). New York ; London: Guilford.
SCHRAUBEN, J. E. (2010). Prosody's contribution to fluency: An examination of the theory of automatic information processing. Reading Psychology, 31(1), 82 - 92.
SCHREIBER, P. A. (1991). Understanding prosody's role in reading acquisition. Theory Into Practice, 30(3), 158.
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.
SHANAHAN, T. (2006). Developing fluency in the contex of effective literacy instruction. In T. V. Rasinski, C. L. Z. Blachowicz & K. Lems (Eds.), Fluency instruction : Research-based best practices (pp. 21-38). New York ; London: Guilford.
SINDELAR, P. T., MONDA, L. E., & O'SHEA, L. J. (1990). Effects of repeated readings on instructional- and mastery-level readers. Journal of Educational Research, 83(4), 220-226.
STAHL, S. A., HEUBACH, K. M., & HOLCOMB, A. (2005). Fluency-oriented reading instruction. Journal of Literacy Research, 37(1), 25 - 60.
STANOVICH, K. E. (1982). Individual differences in the cognitive processes of reading: I. Word decoding. Journal of Learning Disabilities, 15(8).
STANOVICH, K. E. (1986). Mathew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-407.
STANOVICH, K. E. (1993). A model for studies of reading disability. Developmental Review, 13(3), 225-245.
THERRIEN, W. J. (2004). Fluency and comprehension gains as a result of repeated reading. Remedial and Special Education, 25(4), 252-261.
THERRIEN, W. J., & HUGHES, C. (2008). Comparison of repeated reading and question generation on students' reading fluency and comprehension. Learning Disabilities -- A Contemporary Journal, 6(1), 1-16.
TORGESEN, J. K., & HUDSON, R. F. (2006). Reading fluency: Critical issues for struggling readers. In S. J. Samuels & A. E. Farstrup (Eds.), What research has to say about fluency instruction (pp. 130-158). Newark, DE: International Reading Association.
VACCA, J. A. L., VACCA, R. T., GOVE, M. K., BURKEY, L. C., LENHART, L. A., & MCKEON, C. A. (2006). Reading and learning to read. Boston: Allyn and Bacon.
VALENCIA, S. W., SMITH, A. T., REECE, A. M., LI, M., WIXSON, K. K., & NEWMAN, H. (2010). Oral reading fluency assessment: Issues of construct, criterion, and consequential validity. Reading Research Quarterly, 45(3), 270- 291.
VAUGHN, S., CHARD, D. J., BRYANT, D. P., COLEMAN, M., TYLER, B.-J., LINAN-THOMPSON, S., et al. (2000). Fluency and comprehension interventions for third-grade students. Remedial and Special Education, 21(6), 325-335.
WALPOLE, S., & MCKENNA, M. C. (2007). Differentiated reading instruction. New York: The Guilford Press A Division of Guilford Publications, Inc.
WHALLEY, K., & HANSEN, J. (2006). The role of prosodic sensitivity in children's reading development. Journal of Research in Reading, 29(3), 288- 303.
WOLF, M., & KATZIR-COHEN, T. (2001). Reading fluency and its intervention. Scientific Studies of Reading, 5(3), 211-239.
ZUTELL, J., & RASINSKI, T. V. (1991). Training teachers to attend to their student's oral reading fluency. Theory Into Practice, 30(3), 211.

GEÇMİŞTEN GÜNÜMÜZE AKICI OKUMA

Yıl 2013, Cilt: 171 Sayı: 171, 189 - 208, 01.01.2013

H. Kağan Keskin Muhammet Baştuğ

Öz

Bu araştırmada, 20. yüzyılın başından günümüze kadar olan sürede akıcı okumanın, bileşenleri, değerlendirilmesi, öğretimi ve kuramsal yapısı hakkındaki görüşler, gelişim sürecine paralel olarak sunulmuştur. Akıcı okumanın basit tekrara dayalı ve otomatikleşme teorisi ile açıklanabilen bir beceri olup olmadığı; gelişim süresince hangi aşamalardan geçtiği, akıcı okumanın tanımlarının zaman içerisinde nasıl değiştiği ve bu değişimde bilişsel psikolojinin etkisinin olup olmadığı literatür ışığında tartışılarak verilmiştir. Akıcı okumanın uygulanması konusunda bireysel ve grupla uygulanabilen stratejilerden örnekler verilmiştir. Akıcı okumanın anlama ile ilişkisi üzerinde durulmuş ve prozodinin gelişiminde modellemenin öneminden bahsedilmiştir. Akıcı okuma ile ilgili henüz belirsizliği giderilmemiş noktalara da dikkat çekilmiştir. Akıcı okumanın hem sosyal hem de akademik yaşantıdaki önemi üzerinde durularak çeşitli önerilerde bulunulmuştur.

Anahtar Kelimeler

Akıcı okuma, prozodi, otomatikleşme, anlama

Kaynakça

ADAMS, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
AKYOL, H. (2006). Türkçe İlk Okuma Yazma Öğretimi. Ankara: Pegem A Yayıncılık Ltd. Şti.
ALLINGTON, R. L. (1983). Fluency: The neglected reading goal. Reading Teacher, 36(6), 556-561.
BAŞTUĞ, M. (2012). İlköğretim Birinci Kademe Öğrencilerinin Akıcı Okuma Becerilerinin Çeşitli Değişkenler Açısından İncelenmesi. Yayınlanmamış Doktora Tezi, Gazi Üniversitesi, Ankara.
BENJAMIN, R. G., & SCHWANENFLUGEL, P. J. (2010). Text complexity and oral reading prosody in young readers. Reading Research Quarterly, 45(4), 388-404.
BOERSMA, P., & WEENINK, D. (2012). Praat: Doing phonetics by computer (Version 5.3.23) [Computer Software]. Amsterdam: Institute of Phonetic Sciences.
BREZNITZ, Z. (2006). Fluency in reading: Synchronization of processes. Mahwah NJ: Lawrence Erlbaum Associates.
CARROLL, J. B. (1965). The contributions of psychological theory and educational research to the teaching of foreign languages. The Modern Language Journal, 49(5), 273-281.
COURBRON, C. (2012). The correlation between the three reading fluency subskills and reading comprehension in at-risk adolescent readers. Unpublished Doctoral Dissertation, Liberty Universty.
DAANE, M. C., CAMPBELL, J. R., GRIGG, W. S., GOODMAN, M. J., & ORANJE, A. (2005). Fourth-grade students reading aloud: Naep 2002 special study of oral reading. Washington, DC: U.S. Department of Education. Institute of Education Sciences, National Center for Education Statistics.
DENO, S. L. (1985). Curriculum-based measurement: The emerging alternative. Exceptional Children, 52(3), 219-232.
DENO, S. L. (2003). Developments in curriculum-based measurement. Journal of Special Education, 37(3), 184-192.
DONAHUE, P. L., VOELKL, K. E., CAMPBELL, J. R., & MAZZEO, J. (1999). Naep 1998 reading report card for the nation and the states. Washington, DC: U.S. National Center for Education Statistics.
DOWHOWER, S. L. (1987). Effects of repeated reading on second-grade transitional readers' fluency and comprehension. Reading Research Quarterly, 22(4), 389-406.
DOWHOWER, S. L. (1991). Speaking of prosody: Fluency's unattended bedfellow. Theory Into Practice, 30(3), 165-175.
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.
GOSS, S. J. (2009). Prosody and reading comprehension in l2 japanese. Unpublished Master Thesis, Ohio State University.
HECKELMAN, R. G. (1969). A neurological-impress method of remedial- reading instruction. Intervention in School and Clinic, 4(4), 277-282.
HOYTE, K. J., BROWNELL, H., & WINGFIELD, A. (2009). Components of speech prosody and their use in detection of syntactic structure by older adults. Experimental Aging Research, 35(1), 129-151.
HUDSON, R. F., LANE, H. B., & PULLEN, P. C. (2005). Reading fluency assessment and instruction: What, why, and how? Reading Teacher, 58(8), 702-714.
HUEY, E. B. (1968). The psychology and pedagogy of reading: With a review of the history of reading and writing and of methods, texts, and hygiene in reading (Reprinted ed.). Massachusetts: MIT Press.
KESKIN, H. K. (2012). Akıcı Okuma Yöntemlerinin Okuma Becerileri Üzerindeki Etkisi. Doctoral Dissertation, Gazi Üniversitesi, Ankara.
KESKIN, H. K., & BAŞTUĞ, M. (2011). İlköğretim Dördüncü Sınıf Öğrencilerinin Sesli Okuma Ve Konuşma Prozodileri Arasındaki İlişkinin İncelenmesi. 10. Sınıf Öğretmenliği Eğitimi Sempozyumu. 5-7 Mayıs 2011, Sivas.
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(1), 93- 111.
KIRBY, J. R., & GORDON, C. J. (1988). Text segmenting and comprehension: Effects of reading and information processing abilities. British Journal of Educational Psychology, 58(3), 287-300.
KITZEN, K. R. (2001). Prosodic sensitivity, morphological ability, and reading ability in young adults with and without childhood histories of reading difficulty. Doctoral Thesis, Columbia University, New York.
KLEIMAN, G. M., WINOGRAD, P. N., & HUMPHREY, M. M. (1979). Prosody and children's parsing of sentences. Illinois: University of Illinois at Urbana-Champaign.
KNUPP, R. (1988). Improving oral reading skills of educationally handicapped elementary school-aged students through repeated readings (Practicum report No. ED 297275 ERIC Document Reproduction Service). Lauderdale, FL: Nova University.
KOSTEWICZ, D. E., & KUBINA, R. M. (2010). A comparision of two reading fluency methods: Repeated readings to fluency criterion and interval sprinting. Reading Improvement, 47(1), 43-63.
KUHN, M. R., SCHWANENFLUGEL, P. J., MEISINGER, E. B., LEVY, B. A., & RASINSKI, T. V. (2010). Aligning theory and assessment of reading fluency: Automaticity, prosody, and definitions of fluency. Reading Research Quarterly, 45(2), 230-251.
KUHN, M. R., & STAHL, S. A. (2000). Fluency: A review of developmental and remedial practices. Ann Arbor: Center for the Improvement of Early Reading Achievement.
LABERGE, D., & SAMUELS, S. J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6(2), 293-323.
LOGAN, G. D. (1997). Automaticity and reading: Perspectives from the instance theory of automatization. Reading & Writing Quarterly, 13(2), 123- 146.
LYYTINEN, H., ERSKINE, J., ARO, M., & RICHARDSON, U. (2007). Reading and reading disorders. In E. Hoff & M. Shatz (Eds.), Blackwell handbook of language development (pp. 454-474). Malden: Blackwell Publishing Ltd.
MACKEY, L. S., & FINN, P. (1997). Effect of speech dialect on speech naturalness ratings: A systematic replication of martin. Journal of Speech, Language & Hearing Research, 40(2), 349.
MEYER, M. S., & FELTON, R. H. (1999). Repeated reading to enhance fluency: Old approaches and new directions. Annals of Dyslexia, 49, 283-306.
MILLER, J., & SCHWANENFLUGEL, P. J. (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.
MUSTI-RAO, S., HAWKINS, R. O., & BARKLEY, E. A. (2009). Effects of repeated readings on the oral reading fluency of urban fourth-grade students: Implications for practice. Preventing School Failure, 54(1), 12-23.
NATIONAL READING PANEL. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute of Child Health and Human Development.
NICHOLS, W. D., RUPLEY, W. H., & RASINSKI, T. (2009). Fluency in learning to read for meaning: Going beyond repeated readings. Literacy Research and Instruction, 48(1), 1 - 13.
O'SHEA, L. J., SINDELAR, P. T., & O'SHEA, D. J. (1985). The effects of repeated readings and attentional cues on reading fluency and comprehension. Journal of Literacy Research, 17(2), 129-142.
PATEL, R., & MCNAB, C. (2011). Displaying prosodic text to enhance expressive oral reading. Speech Communication, 53(3), 431-441.
PINNELL, G. S., PIKULSKI, J. J., WIXSON, K. K., CAMPBELL, J. R., GOUGH, P. B., & BEATTY, A. S. (1995). Listening to children read aloud: Data from naep's integrated reading performance record (irpr) at grade 4 (No. 0-88685-167-X). Princeton N. J.: National Assessment of Educational Progress.
RASHOTTE, C. A., & TORGESEN, J. K. (1985). Repeated reading and reading fluency in learning disabled children. Reading Research Quarterly, 20(2), 180-188.
RASINSKI, T. (2004). Creating fluent readers. Educational Leadership, 61(6), 46-51.
RASINSKI, T. (2006a). A brief history of reading fluency. In S. J. Samuels & A. E. Farstrup (Eds.), What research has to say about fluency instruction (pp. 4-23). Newark: International Reading Association.
RASINSKI, T. (2006b). Reading fluency instruction: Moving beyond accuracy, automaticity and prosody. The Reading Teacher, 59(7), 704-706.
RASINSKI, T. (2010). The fluent reader. New York: Scholastic Inc.
RASINSKI, T., PADAK, N., LINEK, W., & STURTEVANT, E. (1994). Effects of fluency development on urban second-grade readers. The Journal of Educational Research, 87(3), 158 - 165.
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(4), 350-361.
RICHEK, M. A., CALDWELL, J. S., JENNINGS, J. H., & LERNER, J. W. (2002). Reading problems. Boston: Allyn&Bacon.
SAMUELS, S. J. (1979). The method of repeated readings. Reading Teacher, 32, 403-408.
SAMUELS, S. J. (2006a). Looking backward: Reflection on a carrier in reading. Journal of Literacy Research, 38(3), 327-344.
SAMUELS, S. J. (2006b). Reading fluency: Its past, present, and future. In T. V. Rasinski, C. L. Z. Blachowicz & K. Lems (Eds.), Fluency instruction : Research-based best practices (pp. 7-20). New York ; London: Guilford.
SCHRAUBEN, J. E. (2010). Prosody's contribution to fluency: An examination of the theory of automatic information processing. Reading Psychology, 31(1), 82 - 92.
SCHREIBER, P. A. (1991). Understanding prosody's role in reading acquisition. Theory Into Practice, 30(3), 158.
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.
SHANAHAN, T. (2006). Developing fluency in the contex of effective literacy instruction. In T. V. Rasinski, C. L. Z. Blachowicz & K. Lems (Eds.), Fluency instruction : Research-based best practices (pp. 21-38). New York ; London: Guilford.
SINDELAR, P. T., MONDA, L. E., & O'SHEA, L. J. (1990). Effects of repeated readings on instructional- and mastery-level readers. Journal of Educational Research, 83(4), 220-226.
STAHL, S. A., HEUBACH, K. M., & HOLCOMB, A. (2005). Fluency-oriented reading instruction. Journal of Literacy Research, 37(1), 25 - 60.
STANOVICH, K. E. (1982). Individual differences in the cognitive processes of reading: I. Word decoding. Journal of Learning Disabilities, 15(8).
STANOVICH, K. E. (1986). Mathew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-407.
STANOVICH, K. E. (1993). A model for studies of reading disability. Developmental Review, 13(3), 225-245.
THERRIEN, W. J. (2004). Fluency and comprehension gains as a result of repeated reading. Remedial and Special Education, 25(4), 252-261.
THERRIEN, W. J., & HUGHES, C. (2008). Comparison of repeated reading and question generation on students' reading fluency and comprehension. Learning Disabilities -- A Contemporary Journal, 6(1), 1-16.
TORGESEN, J. K., & HUDSON, R. F. (2006). Reading fluency: Critical issues for struggling readers. In S. J. Samuels & A. E. Farstrup (Eds.), What research has to say about fluency instruction (pp. 130-158). Newark, DE: International Reading Association.
VACCA, J. A. L., VACCA, R. T., GOVE, M. K., BURKEY, L. C., LENHART, L. A., & MCKEON, C. A. (2006). Reading and learning to read. Boston: Allyn and Bacon.
VALENCIA, S. W., SMITH, A. T., REECE, A. M., LI, M., WIXSON, K. K., & NEWMAN, H. (2010). Oral reading fluency assessment: Issues of construct, criterion, and consequential validity. Reading Research Quarterly, 45(3), 270- 291.
VAUGHN, S., CHARD, D. J., BRYANT, D. P., COLEMAN, M., TYLER, B.-J., LINAN-THOMPSON, S., et al. (2000). Fluency and comprehension interventions for third-grade students. Remedial and Special Education, 21(6), 325-335.
WALPOLE, S., & MCKENNA, M. C. (2007). Differentiated reading instruction. New York: The Guilford Press A Division of Guilford Publications, Inc.
WHALLEY, K., & HANSEN, J. (2006). The role of prosodic sensitivity in children's reading development. Journal of Research in Reading, 29(3), 288- 303.
WOLF, M., & KATZIR-COHEN, T. (2001). Reading fluency and its intervention. Scientific Studies of Reading, 5(3), 211-239.
ZUTELL, J., & RASINSKI, T. V. (1991). Training teachers to attend to their student's oral reading fluency. Theory Into Practice, 30(3), 211.

Toplam 73 adet kaynakça vardır.

Ayrıntılar

Birincil Dil	Türkçe
Bölüm	Makaleler
Yazarlar	H. Kağan Keskin Bu kişi benim Muhammet Baştuğ Bu kişi benim
Yayımlanma Tarihi	1 Ocak 2013
Gönderilme Tarihi	9 Ekim 2015
Yayımlandığı Sayı	Yıl 2013 Cilt: 171 Sayı: 171

Kaynak Göster

APA	Keskin, H. K., & Baştuğ, M. (2013). GEÇMİŞTEN GÜNÜMÜZE AKICI OKUMA. Türkiye Sosyal Araştırmalar Dergisi, 171(171), 189-208. https://doi.org/10.20296/tsad.75456
AMA	Keskin HK, Baştuğ M. GEÇMİŞTEN GÜNÜMÜZE AKICI OKUMA. TSA. Ocak 2013;171(171):189-208. doi:10.20296/tsad.75456
Chicago	Keskin, H. Kağan, ve Muhammet Baştuğ. “GEÇMİŞTEN GÜNÜMÜZE AKICI OKUMA”. Türkiye Sosyal Araştırmalar Dergisi 171, sy. 171 (Ocak 2013): 189-208. https://doi.org/10.20296/tsad.75456.
EndNote	Keskin HK, Baştuğ M (01 Ocak 2013) GEÇMİŞTEN GÜNÜMÜZE AKICI OKUMA. Türkiye Sosyal Araştırmalar Dergisi 171 171 189–208.
IEEE	H. K. Keskin ve M. Baştuğ, “GEÇMİŞTEN GÜNÜMÜZE AKICI OKUMA”, TSA, c. 171, sy. 171, ss. 189–208, 2013, doi: 10.20296/tsad.75456.
ISNAD	Keskin, H. Kağan - Baştuğ, Muhammet. “GEÇMİŞTEN GÜNÜMÜZE AKICI OKUMA”. Türkiye Sosyal Araştırmalar Dergisi 171/171 (Ocak 2013), 189-208. https://doi.org/10.20296/tsad.75456.
JAMA	Keskin HK, Baştuğ M. GEÇMİŞTEN GÜNÜMÜZE AKICI OKUMA. TSA. 2013;171:189–208.
MLA	Keskin, H. Kağan ve Muhammet Baştuğ. “GEÇMİŞTEN GÜNÜMÜZE AKICI OKUMA”. Türkiye Sosyal Araştırmalar Dergisi, c. 171, sy. 171, 2013, ss. 189-08, doi:10.20296/tsad.75456.
Vancouver	Keskin HK, Baştuğ M. GEÇMİŞTEN GÜNÜMÜZE AKICI OKUMA. TSA. 2013;171(171):189-208.

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