Abstract
The study aims to determine the relationship of reading fluency skills of secondary school students and level of using social media sites, reading attitudes and reading self-competence perceptions, and whether fluent reading skills of students vary depending on text genres. In this context, texts of different genres were read to 112 secondary school students. Oral readings of each text by students were recorded. These records were resolved by the researcher. Incorrectly read and skipped words were identified, and it was determined how many words were read without error in three minutes. In addition, each student marked for Reading Attitude Scale, Reading Self-Competence Perception Scale, and Facebook Addiction Scale. As a result of the study, it was determined that all of text genres were read different pacing. Moreover, a significant and positive relationship is observed between text-reading speeds. A positive relationship is observed between perceptions of students relating to their competence as readers and reading speed and attitude. It can be said that individuals with increased Facebook addiction level have decreased self-competence perceptions relating to reading. In other words, it may be said that reading competences of participants are affected negatively as addiction to Facebook social media sites increases.
Highlights
Christina Nehring (2004) states in her article named “Books Make You a Boring Person” dated 27 June 2004 that “Books keep children off drugs, and keeps gang members off prison and as we know, keeps terrorists off doors” (Nehring, 2004)
Within scope of the related literature, it is seen that number of studies oriented towards detection of fluent reading skills of secondary school students are limited
Other aims are as follows: 1. Determining whether fluent reading speeds and word recognition levels of secondary school students differ in terms of text genres, 2
Summary
Mustafa TÜRKYILMAZ *a aAhi Evran University, Education Faculty, Kirsehir /Turkey. Article History: Received 01 December 2016 Revised 03 June 2017 Accepted 01 August 2017 Online 21 November 2017.
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