1 Ocak 2019 Dergi makalesi Açık Erişim

Yildirim, Kasim; Rasinski, Timothy; Kaya, Dudu

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  <identifier identifierType="URL">https://aperta.ulakbim.gov.tr/record/72417</identifier>
  <creators>
    <creator>
      <creatorName>Yildirim, Kasim</creatorName>
      <givenName>Kasim</givenName>
      <familyName>Yildirim</familyName>
      <affiliation>Mugla Sitki Kocman Univ, Elementary Sch Classroom Teaching, Mugla, Turkey</affiliation>
    </creator>
    <creator>
      <creatorName>Rasinski, Timothy</creatorName>
      <givenName>Timothy</givenName>
      <familyName>Rasinski</familyName>
      <affiliation>Kent State Univ, Sch Teaching Learning &amp; Curriculum Studies, Kent, OH 44242 USA</affiliation>
    </creator>
    <creator>
      <creatorName>Kaya, Dudu</creatorName>
      <givenName>Dudu</givenName>
      <familyName>Kaya</familyName>
      <affiliation>Pamukkale Univ, Elementary Sch Classroom Teaching, Denizli, Turkey</affiliation>
    </creator>
  </creators>
  <titles>
    <title>Fluency And Comprehension Of Narrative Texts In Turkish Students In Grades 4 Through 8</title>
  </titles>
  <publisher>Aperta</publisher>
  <publicationYear>2019</publicationYear>
  <dates>
    <date dateType="Issued">2019-01-01</date>
  </dates>
  <resourceType resourceTypeGeneral="Text">Journal article</resourceType>
  <alternateIdentifiers>
    <alternateIdentifier alternateIdentifierType="url">https://aperta.ulakbim.gov.tr/record/72417</alternateIdentifier>
  </alternateIdentifiers>
  <relatedIdentifiers>
    <relatedIdentifier relatedIdentifierType="DOI" relationType="IsIdenticalTo">10.1080/03004279.2018.1449880</relatedIdentifier>
  </relatedIdentifiers>
  <rightsList>
    <rights rightsURI="http://www.opendefinition.org/licenses/cc-by">Creative Commons Attribution</rights>
    <rights rightsURI="info:eu-repo/semantics/openAccess">Open Access</rights>
  </rightsList>
  <descriptions>
    <description descriptionType="Abstract">The present study attempted to extend our knowledge of the role of reading fluency in contributing to reading comprehension among Turkish students in grades 4 through 8. One hundred students at each grade level were administered assessments of reading fluency, word recognition automaticity and prosody, and silent reading comprehension. Word recognition automaticity was found to be a significant predictor of comprehension at all grade levels tested. Prosody predicted comprehension at all grades levels except grade 4. Regression analyses at each grade level indicate that, except for grade 4, word recognition automaticity and prosody, together contribute to the prediction of reading comprehension. The magnitude of fluency's prediction of comprehension ranged from approximately a quarter to a third of comprehension. The results are discussed in terms of policy and instructional changes that may be considered for reading instruction for Turkish students.</description>
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