Özet:

Fluent reading is to be read a text accurately with appropriate speed and prosody and to be comprehended. Students are expected to have fluent reading skills from the first grade to all grades in primary school. The acquisition of fluent reading from the first grade is the basis for the success of reading and comprehension in the following years. Students who have difficulty in reading is having problem in comprehension and achieving success at school. Therefore it is important for the students to acquire the ability to read fluently in first grade when they learn reading and writing. The purpose of this study is to reveal fluent reading skills of first-year students and the relationship of these skills with gender, socioeconomic variables. Case studies were chosen in this study. In these case studies integrated multi-case pattern study has been used. Maximum variety sampling method which is one of the sampling method was preferred in this study. Applications have been made on 75 first-graders students from schools which are upper, middle and lower socioeconomic level in the city of Denizli. As data collection tool “prosodic Reading Scale", which is developed by Keskin and Baştug (2011), is used. In order to collect the data related to fluent reading elements, students were asked to read the story aloud and that was recorded by a video camera. Applications were conducted separately with each student. Accurate reading, reading speed and prosody skills of the students were measured by using video recordings. The formulas (Akyol vd.,2014) accurate reading; “students' percentage of words reading correctly in one minute"; reading speed “students’ number of words reading correctly in one minute” were calculated, prosodic reading evaluation developed by Keskin and Baştug (2011) was applied. T-test, analysis of variance (ANOVA) techniques LSD test were used in the analysis of data. The results show that the accurate reading and reading speed is adequate compared to class level but inadequate in terms of prosody. The fluent reading skills show no difference according to gender while it differs by socio-economic status. Difference was occurred in favour of upper socioeconomic status for the accurate reading, in favour of upper and middle socioeconomic status for reading speed, and in favour of upper and middle socioeconomic status for prosodic reading.

Anahtar Kelimeler: