Buradasınız

SILENT AND ORAL READING FLUENCY: WHICH ONE IS THE BEST PREDICTOR OF READING COMPREHENSION OF TURKISH ELEMENTARY STUDENTS?

Journal Name:

Publication Year:

Abstract (2. Language): 
The aim of this research was to learn whether silent reading fluency was the predictor of reading comprehension and which variable including silent or oral reading fluency was the best predictor of reading comprehension. With this aim, the study used correlational design and the study sample consisted of total 100 fifth-grade Turkish elementary students studying in two elementary schools. The schools were located in low socioeconomic status and the students` families had low socioeconomic level. The informed consent obtained from all participants before the study began. For silent and oral reading fluency assessments, an appropriate grade level text was chosen and the students` silent and oral reading fluency were measured through one-onone sessions in the suitable place in the elementary schools provided by the school principals. After this process, the reading comprehension test related to the grade level text read was administered to all students. The data obtained from testing process were analyzed and the findings were presented in respond to research questions. The research findings showed that silent and oral reading fluency were moderately related to each other and had significant correlations with reading comprehension. They both explained together 23% of the variance in reading comprehension and silent reading fluency had more significant contribution to prediction of reading comprehension than oral reading fluency. Additionally, the total variance of reading comprehension explained by silent and oral reading fluency varied according to gender of the students.
79-91

REFERENCES

References: 

Akhondi, M., Malayeri, F. A, & Samad, A. A. (2011). How to teach expository text structure to facilitate reading
comprehension. The Reading Teacher, 64, 368-372.
Anderson, C. (2000). Sustained silent reading: Try it, you’ll like it! The Reading Teacher, 54, 258-259.
Best, R. M., Floyd, R. G., & McNamara, D.S. (2008). Differential competencies contributing to children’s
comprehension of narrative and expository texts. Reading Psychology, 29, 137-164.
Chall, J. S. (1996). Stages of reading development (2nd ed.). Fort worth, TX: Harcourt-Brace.
Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative
research (2nd ed.). New Jersey: Pearson.
Denton, C. A., Barth, A. E., Fletcher, J. M., Wexler, J., Vaughn, S., Crino, 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, 109-135.
Durkin, D. (1989). Teaching them to read (5th ed.). Boston: Allyn and Bacon.
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, 239-256.
Gajria, M., Jitendra, A. K., Sood, S., & Sacks, G. (2007). Improving comprehension of expository text in students
with LD: A research synthesis. Journal of Learning Disabilities, 40, 210-225.
Garan, E.M., & DeVoogd, G. (2008). The benefits of sustained silent reading: Scientific research and common
sense converge. The Reading Teacher, 62, 336-344.
Gersten, R., Fuchs, L. S., Williams, J. P., & Baker, S. (2001). Teaching reading comprehension strategies to
students with learning disabilities: A review research. Review of Educational Research, 71, 279-320.
Good, R. H., Simmons, D. C., & Kame’enui, E. J. (2001). The importance and decision-making utility of a
continuum of fluency-based indicators of foundational reading skills for third-grade high-stakes outcomes.
Scientific Studies of Reading, 5, 257−288.
Griffith, L. W., & Rasinski, T. V. (2004). A focus on fluency: How one teacher incorporated fluency with her
reading curriculum. The Reading Teacher, 58, 126-137.
Hasbrouck, J. E., & Tindal, G. (1992). Curriculum-based oral reading fluency norms for students in grades 2
through 5. Teaching Exceptional Children, 24, 41-44.
Hasbrouck, J., & Tindal, G. A. (2006). Oral reading norms: A valuable assessment tool for reading teachers. The
Reading Teacher, 59, 636-644.
Hiebert, E. H., Samuels, S. J., & Rasinski, T. (2012). Comprehension-based silent reading rates: What do we
know? What we need to know? Literacy Research and Instruction, 51, 110-124.
Hiebert, E. H., Wilson, K. M., & Trainin, G. (2010). Are students really reading in independent reading contexts?
An examination of comprehension-based silent reading rate. In E. H. Hiebert & D. R. Reutzel (Eds.), Revisiting
silent reading: New directions for teachers and researchers (pp. 151–167). Newark, DE: International Reading
Association.
Hudson, R. F., Lane H., & Pullen, P. (2005). Reading fluency assessment and instruction: What, why, and how?
The Reading Teacher, 58, 702-714.
Kim, Y-S., Wagner, R. K., & Foster, E. (2011). Relations among oral reading fleuncy, silent reading fluency, and
reading comprehension. Scientific Studies Reading, 15, 338-362.
Klauda, S. L., & Guthrie, J. T. (2008). Relationships of three components of reading fluency to reading
comprehension. Journal of Educational Psychology, 2, 310-321.
Kuhn, M. R., & Stahl, S. A. (2000). Fluency: A review of development and remedial practices (CIERA Report # 2-
008). Retrieved from http://www.ciera.org/library/index.html
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, 230-251.
Kuhn, M. R., Schwanenflugel, P. J., Morris, R. D., Morrow, L. M., Woo, D. G., Meisinger, E. B., Sevcik, R. A.,
Bradley, B. A., & Stahl, S. A. (2006). Teaching children to become fluent and automatic readers. Journal of
Literacy Research. 38, 357-387.
Logan, G. D. (1997). Automaticity and reading: Perspectives: from the instance theory of automatization.
Reading and Writing Quarterly, 13, 123-146.
National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel:
Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its
implications for reading instruction (NIH Publication No. 00–4769). Washington, DC: U.S. Government Printing
Office.
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, 1-13.
Paris, S. G., & Jacobs, J. E. (1984). The benefits of informed instruction for children’s reading awareness and
comprehension skills. Child Development, 55, 2083-2093.
RAND Reading Study Group. (2002). Reading for understanding: Toward an R&D program in reading
comprehension. Santa Monica, CA: RAND.
Rasinski, T. V. (1989). Fluency for everyone: incorporating fluency instruction in the classroom. The Reading
Teacher, 42, 690–693.
Rasinski, T. V. (1990). Investigating measures of reading fluency. Educational Research Quartely, 14, 37-44.
Rasinski, T. V. (2004). Creating fluent readers. Educational Leadership, 61, 46-51.
Rasinski,T. V., & Padak, N. D. (2005). Three-minute reading assessments: Word recognition, fluency &
comprehension 5-8. New York: Scholastic.
Rasinski, T. V. & Padak, N. D. (2008). Evidence-based instruction in reading: A professional development guide to
comprehension. Boston: Pearson Education Inc.
Rasinski, T. V., Padak, N. D., Linek, V., & Sturtevant, E. (1994). Effects of fluency development on urban secondgrade readers. Journal of Educational Research, 87, 158-165.
Rasinski, T. V., Rikli, A., & Johnston, S. (2009). Reading fluency: More than automaticity? More than a concern
for primary grades? Literacy Research and Instruction, 48, 350-361.
Rasinski, T., Samuels, S. J., Hiebert, E., Petscher, Y., & Feller, K. (2011). The relationship between a silent reading
fluency instructional protocol on students’ reading comprehension and achievement in an urban school setting.
Reading Psychology, 32, 75-97.
Rasisnki, T. V., Padak, N., McKeon, C., Krug-Wilfong, L., Friedauer, J., & Heim, P. (2005). Is reading fluency a key
for successful high school reading? Journal of Adolescent and Adult Literacy, 49, 22-27.
Reutzel, D. R., Fawson, P. C., Smith, J. A. (2008). Reconsidering silent sustained reading: An exploratory study of
scaffolded silent reading. The Journal of Educational Research, 102, 37-50.
Reutzel, D. R., Jones, C. D., Fawson, P. C., & Smith, J. A. (2008). Scaffolded silent reading: A complement to
guided repeated oral reading that works! The Reading Teacher, 62, 194-207.
Ridel, B. W. (2007). The relation between DIBELS, reading comprehension, and vocabulary in urban first-grade
students. Reading Research Quarterly, 42, 546–567.
Rosenblatt, L. (2004). The transactional theory of reading and writing. In R.B. Ruddell, and N.J. Unrau (Eds.),
Theoretical models and processes of reading (5th ed., p. 1363-1368). Newark, DE: International Reading
Association.
Royer, J. M., Greene, B. A., & Sinatra, G. M. (1987). The sentence verification tecnique: A practical procedure
for testing comprehension. Journal of Reading, 30, 414-422.
Ruddell, R. B. (2002). Teaching children to read and write: Becoming an effective literacy teacher (Third edition).
Boston: Allyn & Bacon.
Rumelhart, D. (1980). Schemata: The building blocks of cognition. In R.J. Spiro, B.C. Bruce, and W.F. Brewer
(Eds.), Theoretical issues in reading comprehension (pp. 33-58). Hillsdale, N.J: Erlbaum.
Rumelhart, D. E. (2004). Toward an interactive model of reading. In R.B. Ruddell, and N.J. Unrau (Eds.),
Theoretical models and processes of reading (5th ed., p. 1149-1180). Newark, DE: International Reading
Association.
Strommen, L. T., & Mates, B. F.(2004). Learning to love reading: Interviews with older children and teens.
Journal of Adolescent & Adult Literacy, 48, 188-200.
Torgesen, J., Nettles, S., Howard, P., & Winterbottom, R. (2003). Brief report of a study to investigate the
relationship between several brief measures of reading fluency and performance on the Florida Comprehensive
Assessment Test–Reading in 4th, 6th, 8th, and 10th grades (FCRR Report No.6). Tallahassee, FL: Florida Center
for Reading Research at Florida State University. Retrieved from
http://www.fcrr.org/TechnicalReports/Progress_monitoring_report.pdf
Traylor, T. B., Price, K. W., & Meisinger, E. B. (2011). A review of the test of silent contextual reding fluency.
Canadian Journal of School Psychology, 26, 75-79.
William, J. P. (2005). Instruction in reading comprehension for primary-grade students: A focus on text
structure. Journal of Special Education, 39, 6-18.

Thank you for copying data from http://www.arastirmax.com