___

• 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 The correlation between students’ accuracy in reading typoglycemic words in sentences and vocabulary mastery [Unpublished bachelor’s thesis].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.
• Gündüz, Y. (2009). İlköğretim 6, 7 ve 8. sınıf fen ve teknoloji sorularının ölçme araçlarına ve Bloom’un bilişsel alan taksonomisine göre analizi [Analysis of primary school 6, 7 and 8. grades science and technology questions according to measurement scales and Bloom’s taxonomy of the cognitive domain]. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 6(2), 150-165.
• 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.