An Investigation on the Relationship between Reading Fluency and Level of Reading Comprehension According to the Type of Texts

Abstract

The purpose of this study is to investigate the relationship between the reading fluency and the reading comprehension in accordance with the type of the text. Participants of the study are 99 students who were chosen among fifth graders in a Turkish secondary school. The study utilized descriptive analysis and adopted predictive correlational research design. "Reading Comprehension Test" and "Multidimensional Reading Scale" were used as data-collection tools. According to findings; while the speed of reading, percentage of word recognition, and prosodies differed in favour of narrative texts, there was no significant difference in regard to the level of the reading comprehension. When checked for the magnitude of impacts, the significant difference in the percentage of the word recognition was found small (r= .18), the significant difference in the reading speed was large (d= 1.02), and significant difference in prosody was in the middle (d= .75). It has been found that the reading fluency elements (prosody, accuracy, and reading speed) have a significant positive relationship and a similar relationship can also be seen along the lines of the reading comprehension in different types of texts in each type of the text. Furthermore, the study has stated that speed of the reading and prosodic values can be predictors of the reading comprehension percentage on a significant level in the informative and narrative text types. The findings of this study were consistent with the literature provided by the study.

The Effect of Altered Lexile Levels of Informational Text on Reading Comprehension

“…(Duke, 2000;Li, Beecher, & Cho, 2018). Informational texts may be more difficult to comprehend because of their structural complexity, abstract and logical relations, and domain-specific knowledge (McNamara, Ozuru, & Floyd, 2011), although some research shows no difference in narrative or informational text comprehension (Uysal & Bilge, 2019).…”

On the Process of Understanding the Reading of Students with Mental Disabilities: An Examination of Teacher Practices

“…Fundamentally, the reading process aims to describe the system in a specific text. Reading is the activity of making sense of what is being read by associating words or phrases in the text within themselves, no matter what state, form, or structure (Uysal & Bilge, 2019). In performing this activity, the reader also reveals the forms and methods of making sense of the text, which are revealed by poetics and text analysis theories.…”

“…Although there are many definitions in this regard, there is debate about which of these definitions is better. Researchers can be said to agree among reading educators that reading comprehension is a multidimensional process (Klein, 1988;Uysal & Bilge, 2019). Akyol, Çakıroglu & Kuryer (2014) in their study it was concluded that for the development of the reading skills of the students having reading difficulty, construction of appropriate reading environment and implementation of enrichment reading programs can be effective.…”

“…Vocabulary is the teaching of visually recognized words. A large part of it develops depending on daily life experiences (Cetinkaya, 2018;Uysal & Bilge, 2019).…”

Meaningful Learning Model: The Impact on Students’ Reading Comprehension

“…Reading could be interpreted as an understanding the meaning of printed words. It is an active process which consists of recognition and comprehension skill (Patel & Jain, 2008) and a basic skill for learning at every stage of education process (Kanık & Bilge, 2018). A student's reading skill is essential to learning (Severino, Jean, Decarlo, & Sondergeld, 2018).…”