Öğrenme güçlüğü olan ve olmayan çocuklarda akıcı okuma ve okuduğunu anlama becerileri arasındaki ilişkinin incelenmesi
The aim of this study is to investigate the relationship between reading fluency (reading speed, accuracy and prosody) and reading comprehension skills of students with and without learning disabilities. The study group consisted of 55 randomly selected 4th grade students who were enrolled in 30 primary schools located in the Çankaya, Yenimahalle, Mamak, and Keçiören provinces in Ankara. Of all the students 27 had learning disabilities while 28 were typically developing. In data analysis, the relational screening model, which is a quantitative research method, was used. Reading accuracy, speed, and prosody skills of students were assessed using a grade level text. Additionally, comprehension performance was assessed using a short-answer test which measures remembering information related to the text and open-ended questions which measures skills in terms of constructing meaning both literally and in depth. The data of the study were analyzed using Mann-Whitney-U test and Spearman Brown Correlation Coefficient statistical methods. The findings of the research indicated that the reading accuracy, speed, prosody, and comprehension scores of students with learning disabilities were significantly lower than those obtained by their typically developing peers. Regarding the relationship between fluency and reading comprehension, there was a significant moderate correlation between reading speed and comprehension for students with learning disabilities whereas there was a significant moderate correlation between prosody and comprehension for typically developing students. Even though these findings are consistent with the existing literature, it is still noteworthy that the performance levels of students with learning disabilities are far behind their peers. In this context, when both the poor performances of students with learning disabilities and the relationships between the components of reading fluency and comprehension are considered, it is important to ensure that appropriate interventions for developing fluency and comprehension take place in instructional programs for students with learning disabilities.