The level of prediction of reading comprehension by fluent reading skills

Bu araştırmada, ilköğretim birinci kademe (2-5. sınıflar) öğrencilerinin akıcı okuma becerilerinin okuduğunu anlamayı yordama düzeyi ve akıcı okuma becerileri ile okuduğunu anlama arasındaki ilişki incelenmiştir. Araştırma tarama modelinde gerçekleştirilmiştir. Araştırmaya Konya ili, Kulu ilçesinde bulunan bir ilköğretim okulundaki birinci kademe öğrencileri katılmıştır. Çalışma grubu farklı cinsiyet ve başarı düzeylerinde bulunan, her sınıf düzeyinden 18 olmak üzere toplam 72 öğrenciden oluşmuştur. Araştırmada veri toplama aracı olarak, “Prozodik Okuma Ölçeği” ve “Okuduğunu Anlama Testleri” kullanılmıştır. Ayrıca öğrencilerin doğru okuma ve okuma hızlarına ait veriler, video kamera kayıtları kullanılarak formlarla puanlandırılmıştır. Toplanan verilerin analizinde, korelasyon, çoklu regresyon analizleri kullanılmıştır. Öğrencilerin akıcı okuma becerileri (doğru okuma, okuma hızı ve prozodi) ve anlama arasındaki korelasyona bakılmıştır. Doğru okuma, okuma hızı ve prozodi birbiriyle önemli derecede ilişkili çıkmıştır. Korelasyon sonuçlarına göre prozodi becerisi ile okuma hızı yakından ilişkilidir. Akıcı okuma becerileri ile okuduğunu anlama becerileri arasında ilişki bulunmuştur. Okuduğunu anlama becerisi ile en yüksek ilişki gösteren akıcı okuma becerisi, prozodidir. Yapılan çoklu regresyon sonuçlarına göre akıcı okuma becerilerinin okuduğunu anlamayı önemli ölçüde yordadığı görülmüştür. Anlamayı en iyi yordayan akıcı okuma becerisi, prozodidir. Araştırma sonucunda akıcı okumanın okuduğunu anlamayla ilişkili olduğu ve prozodinin okuduğunu anlamanın önemli bir yordayıcısı olduğu görülmüştür.

Akıcı okuma becerilerinin okuduğunu anlamayı yordama düzey

This study aims to examine whether there is a relationship between reading comprehension and fluent reading skills of primary school students (2nd-5th graders) and their reading comprehension is predicted by their fluent reading skills. This study had a survey design and was conducted in Kulu, Konya, Turkey. The sample consisted of totally 72 students of whom 18 were selected for each grade level who vary from each other in terms of gender and academic performance. Data were collected through “The Prosodic Reading Scale” and “Comprehension Tests”. Besides, the data related to students’ reading fluency and reading rate were rated through the scales regarding video records. Correlational and multiple regression analyses were used to analyze the data. Results indicated that reading fluency, reading rate, and prosody are found to be significantly interrelated. According to the correlational results, prosodic skills and reading rate were found to be closely related. Fluent reading skills and comprehension were also found to be interrelated. The most significant factor that is related to reading comprehension was found to be prosody as one of fluent reading skills. According to the results of multiple regression analysis, fluent reading skills were found to significantly predict reading comprehension. The factor that best predicts reading comprehension was found to be prosody.

PDF

___

Adams, M. J. (1990). Beginning to read: thinking and learning about print. Cambridge, MA: MIT Press.
Akyol, H. (2008). Türkçe ilkokuma yazma öğretimi (7. Baskı). Ankara: PegemA Yayıncılık.
Akyol, H. (2011). Yeni programa uygun Türkçe öğretim yöntemleri (4. baskı). Ankara: Pegem Yayıncılık.
Alsup, N. C. (2007). Oral reading fluency: a predictor for reading difficulty with implications for teachers and administrators. Unpublished doctoral dissertation, Union University, Jackson, Tennessee.USA.
Applegate, M. D., Applegate, A. J., & Modla, V. B. (2009). “She’s my best reader: she just can’t comprehend”: studying the relationship between fluency and comprehension. The Reading Teacher, 62(6), 512-521.
Badger, E., & Thomas, B. (1992). Open-ended questions in reading. Practical Assessment, Research & Evaluation, 3(4), 03/07/2011 tarihinde http://www.pareonline.net/getvn.asp?v=3&n=4 adresinden alınmıştır.
Bashir, A. S., & Hook, P. E. (2009). Fluency: a key link between word identification and comprehension. Language, Speech, and Hearing Services in Schools, 40, 196-200.
Baş, T. (2010). Anket (6. baskı). Ankara: Seçkin Yayıncılık.
Baykul, Y. (200). eğitimde ve psikolojide ölçme: klasik test teorisi ve uygulaması. Ankara: ÖSYM Yayınları.
Bogan, B. (2004). Text-level effects of a word-level decoding accuracy and automaticity intervention. Unpublished doctoral dissertation, University of Florida, Gainesville, USA.
Breznitz, Z. (2006). Fluency in reading: sychronization of processes. Mahwah, NJ: Lawrence Elbaum and Associates.
Büyüköztürk, Ş., Çakmak, K. E., Akgün, E. Ö., Karadeniz, Ş., & Demirel, F. (2010). Bilimsel araştirma. yöntemleri (7. baskı). Ankara: PegemA Yayınları.
Caldwell, J. S. (2008). Reading assessment: a primer for teachers and coaches. New York: Guilford Press.
Chall, J., Jacobs, V. A., & Baldwin, L. E. (1990). The reading crisis: why poor children fall behind. Cambridge, MA: Harvard University Press.
Deeney, T. A. (2010). One-minute fluency measures: mixed messages in assesment and instruction. The Reading Teacher, 63(6), 440-450.
Deno, S. L. (1985). Curriculum-based measurement: the emerging alternative. Exceptional Children, 52(3), 219-232.
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, 165-175.
Egmon, B. (2008). The effect of fluency on reading comprehension. Unpublished doctoral dissertation, Houston Üniversity, Florida.USA.
Ehri, L. (2005). Development of sight word reading: phases and findings. In M. Snowling, & C. Hulme (Eds.), The science of reading: a handbook (pp. 135-154). UK: Blackwell.
Erkuş, A. (2006). sınıf öğretmenleri için ölçme ve değerlendirme: kavramlar ve uygulamalar. Ankara: Ekinoks Yayınları.
Erkuş, A. (2009). Davranış bilimleri için bilimsel araştırma süreci (2. baskı). Ankara: Seçkin Yayıncılık.
Frith, U. (1985). Beneath the surface of developmental dyslexia. In K. Patterson, J. Marshall, & M. Coltheart (Eds.), Surface dyslexia, neuropsychological and cognitive studies of phonological reading (pp 301-330). London: Erlbaum.
Fuchs, L. S., Fuchs, D., Hosp, M. D., & Jenkins, J. (2001). Oral reading fluency as an indicator of reading competence: a theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5, 239- 259.
Güneş, F. (2007). Ses temelli cümle yöntemi ve zihinsel yapılandırma (1. baskı). Ankara: Nobel Yayıncılık.
Harris, A. J., & Sipay, E. R. (1990). How to increase reading ability: a guide to developmental and remedial methods (9th ed.). White Plains, NY: Longman.
Hicks, C. P. (2009). A lesson on reading fluency learned from the tortoise and the hare. The Reading Teacher, 63(4), 319-323.
Hook, P., & Jones, S. (2004). The importance of automacticity and fluency for efficient reading comprehension. Perspectives: International Dyslexia Association, 24(2), 16-24.
Hudson, R. F., Lane, H. B., & Pullen, P. C. (2005). Reading fluency assessment and instruction: what, why, and how? Reading Teacher, 58, 702-714.
Jenkins, J. R., Fuchs, L. S., van den Broek, P., Espin, C., & Deno, S. L. (2003). Accuracy and fluency in list and context reading of skilled and rd groups: absolute performance levels and sensitivity to impairment. Learning Disabilities Research andPractice,18, 237-245.
Karasar, N. (2005). Bilimsel araştırma yöntemi (15. baskı). Ankara: Nobel Yayın Dağıtım.
Keskin, H., & Baştuğ, M. (2011, Mayıs). İlköğretim dördüncü sınıf öğrencilerinin sesli okuma ve konuşma prozodileri arasındaki ilişkinin incelenmesi. 10. Ulusal Sınıf Öğretmenliği Sempozyumunda sunulan bildiri, Cumhuriyet Üniversitesi, Sivas, Türkiye.
Kiley, T. S. (2006). Research in reading. Illinois Reading Council Journal, 34(2), 70-73.
Klauda, S. L., & Guthrie, J. T. (2008). Relations of three compenents of reading fluency to reading comprehension. Journal of Educational Psychology,100(2), 310-321.
Kragler, S. (1995). The transition from oral to silent reading. Reading Psychology: An International Quarterly, 16, 395-408.
Kuhn, M. R. (2004). Helping students become accurate, expressive readers: fluency instruction for small groups. Reading Teacher, 58(4), 338-344.
Kuhn, M. R. (2005). A comparative study of small group fluency instruction. Reading Psychology, 26(2), 127-146.
Kuhn, M. R., Schwanenflugel, P. J., & Meisinger, E. B. (2010). Aligning theory and assessment of reading fluency: automaticity, prosody, and definitions of fluency. Reading Research Quarterly, 45(2), 230-251.
Kuhn, M. R., Schwanenflugel, P. J., Morris, R. D., Mandel-Morrow, L., Gee-Woo, D., Meisinger, E. B., et al. (2006). Teaching children to become fluent and automatic readers. Journal of Literacy Research, 38(4), 357-387.
Kuhn, M. R., & Stahl, S. A. (2000). Fluency: a review of developmental and remedial practices. Ann Arbor, MI: 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.
Lia, M. P. (2010). The effects of vocabulary instructıon on the fluency and comprehension of fifth-grade nonnative English speakers. Unpublished doctoral dissertation, Northern Illinois University, DeKalb, USA.
Manzo, A., & Manzo, U. (1990). Content area reading a heuristic approach. Colombus-Toronto- London-Melbrone: United States of America. Merrill Publishing Company.
Massey, S. R. (2008). Effects of variations of text previews on the oral reading of second grade students. Unpublished doctoral dissertation, Miami Universty, Florida, US.
Mathson, D. V., Allington, R. L., & Solic, K. L. (2006). Hijacking fluency and instructionally informative assessments. In T. V. Rasinski, C. Blachowicz, & K. Lems (Eds.), Fluency instruction: researchbased best practices (pp. 106–119). New York: The Guilford Press.
McCormack, R. L., & Pasquarelli, S. L. (2010). Teaching reading: strategies & resources for grades K-6. New York: Guilford Publications, Inc.
Mellard, D., Woods, K., & Fall, E. ( 2011). Assesment and instruction of oral reading fluency among adults with low literacy. Adult Basic Education and Literacy Journal, 5(1), 3-14.
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.
Milli Eğitim Bakanlığı. (2005). İlköğretim Türkçe dersi öğretim programı ve kılavuzu. Ankara: Devlet Kitapları Müdürlüğü Basımevi.
National Reading Panel. (2000). Teaching children to read. Washington, DC: National Institute of Child Health and Human Development.
Nunze, L. D. (2009). An analysis of the relationship of reading fluency, comprehension, and word recognition to student achievement. Unpublished doctoral dissertation, Tarleton State University, Stephenville, Texas,US.
Pikulski, J. J., & Chard, D. J. (2005). Fluency: bridge between decoding and reading comprehension. The Reading Teacher, 58(6), 510-519.
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 (Report No. 23-FR-04). Washington, DC: Office of Educational Research and Improvement, U.S. Department of Education.
Piper, L. E. (2010). Parent involvement in reading. Illinois Reading Council Journal, 38(2), 48-51.
Prior, S. M., & Welling, K. A. (2001). "Read in your head": a Vygotskian analysis of the transition from oral to silent reading. Reading Psychology, 22(1), 1-15.
RAND Reading Study Group. (2002). Reading for understanding: toward an R&D program in reading comprehension. Santa Monica, CA: RAND Corporation.
Schreiber, P. A. (1991). Understanding prosody’s role in reading acquisition. Theory into Practice, 30(3), 158-164.
Rasinski, T.V. (2004a). Assessing reading fluency. Honolulu, HI: Pacific Resources for Education and Learning.
Rasinski, T. V. (2004b). Creating fluent readers. Educational Leadership, 61(6), 46-52.
Rasinski, T. V. (2010). The Fluent reader: Oral reading strategies for building word recognition, fluency, and comprehension. New York: Scholastic.
Rasinski, T. V., Padak, N., & Fawcett, G. (2010). Teaching children who find reading difficult (4th ed.). Boston: Allyn & Bacon.
Rasinski, T. V., 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.
Reutzel, D. R., & Hollingsworth, P. M. (1993). Effects of fluency training on second graders’ reading comprehension. The Journal of Educational Research, 86(6), 325-331.
Richek, M. A., Caldwell, J. S., Jennings, J. H., & Lerner, J. W. (2001). Reading problems: assessment and teaching strategies (4th ed.). Boston: Allyn & Bacon.
Robinson, M. V. (2005). Examining the relationship between vocabulary knowledge, oral reading fluency, and reading comprehension. Unpublished doctoral dissertation, Oregon Universty. Eugene, Oregon.
Samuels, S. J. (1979). The method of repeated readings. The Reading Teacher, 32(4), 403-408.
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, 119-129.
Schwanenflugel, P. J., Meisinger, E. B., Wisenbaker, J. M., Kuhn, M. R., Strauss, G. P., & Morris, R. D. (2006). Becoming a fluent and automatic reader in the early elementary school years. Reading Research Quarterly, 41, 496-522.
Stanovich, K. E. (1991). Word recognition: changing perspectives. In R. Barr, M. L. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (vol. 2, pp. 418-452). New York: Longman.
Tankersley, K. (2003). The threads of reading: strategies for literacy development. Virginia, USA.Association for Supervision and Curriculum Development.
Tompkins, G. E. (2006). Literacy for the 21st century: a balanced approach. Upper Saddle River, NJ: Prentice Hall.
Turgut, Y. (2011). Verilerin kaydedilmesi, analizi, yorumlanması: nicel ve nitel. A. Tanrıöğen (Ed.), Bilimsel araştırma yöntemleri (2. baskı) içinde (s. 191-248). Ankara: Anı Yayıncılık.
Whalley, K., & Hansen, J. (2006). The role of prosodic sensitivity in children's reading development. Journal of Research in Reading, 29(3), 288-303.
Wilger, M. P. (2008). Reading fluency: a bridge from decoding to comprehension. 02.07.2011 tarihinde http://eps.schoolspecialty.com/downloads/other/acadread/fluency_research.pdf adresinden alınmıştır.
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 & Bacon.
Yeo, S. (2008). Relation between 1-minute CBM reading aloud measure and reading comprehension tests: a multilevel meta-analysis. Unpublished doctoral dissertation, Minnesota University, Minnesota,US.
Yıldız, M., Yıldırım, K., Ateş, S., & Çetinkaya, Ç. (2009). An evaluation of the oral reading fluency of 4th graders with respect to prosodic characteristic. International Journal of Human Sciences, 6(1), 354-360.
Zarain, X. U. ( 2007). Growth mixture modeling with a distal outcome: an application to reading and high stakes testing. Unpublished doctoral dissertion, University of Delaware, Newark, USA.
Zutell, J., & Rasinski, T. V. (1991). Training teachers to attend to their students’ oral reading fluency. Theory into Practice, 30(3), 211–217.
http://www.tdk.gov.tr/ (19.08.2010 tarihinde erişilmiştir.)