Abstract:

The present study aims to analyze the relationship between 5th graders’ fluent reading skills and comprehension level literal and inferential . Thirty nine fifth graders of different sex, socioeconomic and achievement level participated in the study. The research was conducted in the survey model. In data analysis, t-test, ANOVA and correlation analysis techniques were employed. The results revealed that there is a positive and medium level relationship between reading skills and comprehension. In addition, fluent reading skills were found to be correlated at a higher level in comparison with literal comprehension. Moreover, the variables of students’ sex and socioeconomic level were compared in terms of fluent reading skills and comprehension level. The results of this comparison demonstrate that the sex variable did not differ significantly in terms of fluent reading skills and comprehension level. As for comparisons related to fluent reading skills and comprehension level, a significant difference was not observed as well. Apart from this, comparisons of socio-economic level variable showed that students with higher socioeconomic level had higher scores in fluent reading skills and inferential comprehension level. It points to the fact that socioeconomically advantaged students are more successful at fluent reading and comprehension

Keywords: