Relations among Contextual Silent Reading Fluency, Non-contextual Silent Reading Fluency, and Reading Comprehension: A Path Analysis of Fifth-grade Readers

摘要

The aim of this research was to assess Turkish students’ contextual and non-contextual silent reading fluency skills and their relations with reading comprehension. With this aim, the study used correlational survey design and the study sample consisted of total 389 fifth-grade Turkish elementary students studying in elementary schools. The schools were located in middle socioeconomic status and the students’ families had middle socioeconomic level. The informed consent letters obtained from all the students before the study began. For assessment process, the appropriate grade level texts were chosen and the students’ silent fluency skills were measured at first in the elementary schools, provided by the school principals. After this process, the reading comprehension tests related to the grade level texts read was administered to all the students. The data obtained from testing process were analyzed and the findings were presented in respond to research aims. According to these results, the conclusions were drawn and some recommendations fitted with the results and conclusions were made for future research.