Seyit Ateş

The Relationship Between Reading Fluency and Vocabulary in Fifth Grade Turkish Students

Reading fluency has traditionally been recognized as a competency associated with word recognition and comprehension. As readers become more automatic in word identification they are able to devote less attention and cognitive resources to word decoding and more to text comprehension. The act of reading itself has been associated with growth in vocabulary. Thus, as readers become more fluent, they should be able to cover more text resulting in greater gains in reading vocabulary. This study explores the relationship between fluency and vocabulary among 119 fifth grade Turkish students. Findings confirm that measures of reading fluency are associated with differential levels of vocabulary in students. The findings are discussed in terms of further research and classroom practice for improving students’ proficiency in reading.

Perceptions of Turkish Parents with Children Identified as Dyslexic about the Problems that They and Their Children Experience.

This study identified problems encountered by both dyslexic children and their parents. Seven parents were interviewed. Parents mentioned the negative attitudes of teachers towards them and their children, the use of incorrect practices in the classroom, and educational insufficiency in relation to dyslexia. Similarly, family members were found to display negative attitudes towards dyslexic children manifested in the form of insults, exclusion, psychological pressure, and physical violence. Dyslexic children were also subjected to exclusion and various bullying behaviors by their friends. An additional problem that emerged was the inordinate amount of time taken by schools to make diagnoses of dyslexia.

The Relationship Between Reading Fluency and Reading Comprehension in Fifth-Grade Turkish Students

This research study focused on the relationships among the various components of reading fluency components (word recognition accuracy, automaticity, and prosody), as well as their relationships with reading comprehension among fifth-grade students in Turkey. A total of 119 fifth-grade elementary school students participated in the study. The findings revealed that every component of reading fluency significantly predicted reading comprehension. The strongest predictor of reading comprehension was reading prosody, according to the simple regression analysis. Additionally, hierarchical regression analysis revealed that prosody had a stronger impact on reading comprehension than automaticity and accuracy. Implications for further research and instruction in Turkish students are discussed.

Anlam Kurmanın Zor ve Önemli Bir Becerisi: Ana Fikir

The study aimed to determine fifth grade elementary school students` skills of finding main idea from an expository text and opinions about main idea. With the questionnaire form, the students` opinions about relations between main idea and topic of text, concept of main idea, main idea and strategies, and main idea and monitoring whether or not it is correct was obtained. Additionally, the expository text was given to the students and asked them to find out main idea from the text. The study results showed that the students had a variety of views concerning concept of main idea, they were not exactly aware of difference between text topic and main idea, they believed that repeated readings are the best way to find out main idea from text and check whether or not it is correct. Also, they stated that the problem about finding main idea is caused by text readability and difficulty of comprehending text. The other important finding of the study revealed that the students in the research could not succeed in finding main idea from the text given