The Reading Speed of Elementary School Students on the All Text Written with Capital and Lowercase Letters

Abstract

The aim of this research is to examine the speed of reading the uppercase and lowercase texts of primary school students. This research is the survey of quantitative research methods. The survey population of the research is the primary school students who are educated in the primary schools in the Sorgun district of Yozgat province. Cluster sampling used for sampling. The sample primary school students' number is 732. As a means of collecting data, a text was used from the textbook. The data were collected in three primary schools in the Sorgun district of Yozgat province in March 2018. The number of words a pupil reads in a minute is noted. Reading speed of text written with lower case letters is more than reading speed of text written with capital letters at all grade levels. The scores varied for the capital letters and lower case letters. At an alpha of .05, the analysis indicated a statistically significant difference among reading rate of the capital letters and lower case letters, (t=23.13, p<.01), effect size .28 SD. The speed of reading lowercase letters text is 13% higher than the speed of reading capital letters character text. The text with lower case letter reading aloud score significantly higher mean scores than text with capital letter reading aloud score (λ=.278; F= 92,536; p<.001; η2=.70. Secondary school students' reading aloud text with lower case letter score significantly higher than primary school students' aloud reading speed text with capital letters (p<.001). Suggestions were made within the scope of the research results.

Behavioral Differences And Impact Of Lowercase And Uppercase Letters On Reading Performance

“…Our results contradicts a recent study which confirms that the reading speed of text written with lowercase letters is greater than the reading speed of text written with uppercase letters [6], however our study demonstrated that the level of calmness was higher when participants read texts presented in lowercase letters, indicating that this presentation format may have a calming effect on readers, which allows us to agree with the previous studies, and also considering to various behavioural experiences [2], [9] which also confirms that the words displayed in lowercase produce word recognition times faster than the words presented in uppercase .…”

“…A recent study with 732 participants demonstrated that the reading speed of text written with lowercase letters is greater than the reading speed of text written with uppercase letters [6]. Considering to various behavioural experiences [9] also confirms that the words displayed in lowercase produce word recognition times faster than the words presented in uppercase.…”

“…Although the speed of reading lowercase letters and uppercase letters be emphasized, usually reading texts written in uppercase letters is more difficult than the reading of texts written in lowercase letters, and there is a need to avoid the use of uppercase letters in a full text [6]. According to the same authors the uppercase is very similar to each other and that for this reason, the uppercase increases the confusion and slow down the reading.…”

Kemampuan Siswa dalam Penggunaan Huruf Kapital dan Tanda Baca pada Penulisan Karangan Deskripsi

“…Ejaan Bahasa Indonesia (EBI) adalah aturan tata bahasa dalam bahasa Indonesia tentang penggunaan bahasa Indonesia di antaranya di dalam tulisan, mulai dari penggunaan huruf, penggunaan tanda baca, kosakata, dan penulisan kata. Menurut Sugiarto (Wahyuni, 2020) 2006) menyatakan huruf kapital hanya boleh digunakan untuk kata atau ungkapan yang sangat penting yang telah lama dibahas atau dirujuk dalam teks (dalam Babayiğit, 2019;372). Sedangkan tanda baca adalah simbol yang digunakan untuk memperjelas ucapan, kalimat, atau kata.…”

The Use of Reading Speed Strategy in Promoting Reading Comprehension among EFL Students with Learning Disabilities

“…Reading was the first element among all groups, as children with low reading ability showed low goals in speed compared to their children's counterparts, and it indicated that the speed component was negatively associated with adult age. Babayigit (2019) examined the speed of reading texts students in the primary stage.…”