Reading Fluency Skills Research Articles

A Comparison of Turkish Teaching Curriculums Conducted between 2006-2019 in terms of Reading Fluency Skill

Bu çalışmanın amacı 2006, 2009, 2015 ve 2019 Türkçe öğretim programlarını akıcı okuma ile ilgili kazanımları açısından karşılaştırmaktır. Nitel olarak tasarlanan araştırmada doküman incelemesi yapılmıştır. Çalışma kapsamında incelenen dört programdan elde edilen veriler betimsel analiz ile incelenip sunulmuştur. Çalışmanın bulgularına göre, incelenen bütün programlarda akıcı okumayla ilgili kazanımlar mutlaka vardır. İlk kez 2015’te akıcı okuma için ayrı bir alt başlık açıldığı görülmüştür. Programlar arasında akıcı okumayla ilgili en az kazanıma yer verenin 2019 programı olduğu, bütün programlarda en çok yer verilen boyutun prozodi; en az yer verilen boyutun akıcı okuma yöntemleri olduğu tespit edilmiştir. Bunun yanı sıra, sınıf seviyeleri arasında ve programlar arasında akıcı okuma ile ilgili kazanımların dağılımı açısından tutarsızlıkların olduğu da görülmüştür. Ayrıca akıcı okumaya yönelik açılan alt başlıklardaki kimi kazanımların aslında akıcı okumayla ilgili olmadığı anlaşılmıştır. Çalışmadan elde edilen bulgular alan yazın ışığında tartışılmış ve çeşitli paydaşlara yönelik öneriler getirilmiştir.

Examination of the Reading Comprehension Skills of Good and Poor Readers in the Dimension of Reading Components Developed by a Reading Skills Assessment Tool

The aim of this study is to develop a Reading Skills Assessment Tool (RSAT) for 2nd, 4th, 6th and 8th grade readers and to assess if there is a significant difference between the decoding and fluent reading skills of good and poor comprehenders. First, validity and reliability studies of the RSAT, which includes the dimensions of decoding, fluent reading, and reading comprehension, were conducted in this direction. The RSAT was finalized with the data collected from 840 participants in validity and reliability studies. Following this, the reading comprehension scores of 150 participants at each grade level were divided into lower and upper 27% groups, and groups with good and poor comprehenders were determined. Then, the differences in the decoding and reading fluency results of the good and poor comprehenders were studied. The results revealed that the decoding and fluency reading performances of good comprehenders were considerably superior to those of the group with poor comprehenders, and the results were reviewed in light of the relevant literature. Consequently, good comprehenders performed better than poor comprehenders in decoding (syllable reading pace, real word reading pace and pseudoword reading accuracy) and fluent reading (correct number of words read per minute). With the research, a formal tool for evaluating reading skills has been added to the Turkish literature, and it has contributed to the elimination of an important limitation in this field. RSAT can be used effectively by experts in scientific studies and by teachers in the evaluation of student performance in practice. In addition, it was emphasized that good and poor readers perform differently in all aspects of reading, and that it is crucial to prevent future problems by conducting the necessary evaluations and interventions at the outset of reading instruction.

Investigation of Reading Skill Development of Primary School Students in the Covid 19 Process

In this study, it was investigated how the reading skills of students who were in the 3rd grade of primary school when the Covid-19 pandemic started (March 2020) were affected at the end of the fourth grade (June 2021) due to the school closure during the pandemic. The study employed the longitudinal survey model. Ten teachers and 18 primary school students participated in the study. In the study, the Informal Reading Inventory and interview questions were used as data collection tools. The data of the study were analyzed with descriptive statistics, Wilcoxon Signed Rank Test and content analysis. According to the findings obtained from the analyses, the percentage of students’ word recognition increased partially, the reading speed did not increase sufficiently considering their age and grade level, the number of correct words they read was negatively affected during the pandemic, and the reading prosody remained stable and did not show a significant difference. These results show that students’ reading skills were negatively affected by the pandemic. In addition, it was concluded in the study that more reading time should be given to students in order to improve their fluent reading and reading comprehension skills, and that verbal/silent reading activities should be done more frequently. It is thought that the study will contribute to the field in terms of improving students’ reading skills during the pandemic and will provide original examples for future research.

The Effect of the Reader’s Theatre on Reading Fluency and Reading Comprehension Skills of 4th Grade Primary School Students

In this study, reader’s theater’s effect on reading comprehension and fluency skills was examined. In research, quasi-experimental design was used. The research was applied in a public school in Mamak/Ankara for 14 weeks in the 2019-2020 Academic Year. 29 students took part in the research. In the experimental group reader’s theater activities were carried out by the researcher and no application was done with the control group. To find out the reading comprehension levels of the students, reading comprehension test was used. In addition, the word recognition percentage, reading speed and Reading Prosody Rubric was utilized to determine the participants’ reading fluency levels. As a result of the analysis, the reader’s theater method was efficient in the increase in reading prosody and reading fluency skills, and the decrease in the number of misspelled words. Although no significant effect of the reader’s theater method on the participants’ reading speed was observed, it was concluded that the reader’s theater method increased the participants’ reading comprehension skills.

A 3-year longitudinal investigation of the overlap and stability of English and French word reading difficulties in French immersion children.

Extensive research has demonstrated the importance of struggling reader identification in monolingual children Compton et al. (Journal of Educational Psychology, 102, 327-340, 2010). However, very few studies have explored identification of struggling readers in bilinguals. The aim of this study was to investigate (1) the overlap of word reading difficulties in English and French, (2) the difference in overlap when word reading fluency skills are included in struggling reader classification, and (3) the stability of English and French word reading profiles. A total of 169 French immersion children were followed from grades 1 to 3. Standardized measures of English and French word reading accuracy and fluency were administered every year to classify status as a bilingual typical reader, bilingual struggling reader, English struggling reader, or French struggling reader. Chi-square analyses were conducted to assess the overlap between English and French word reading difficulties and stability of word reading profiles from grades 1 to 3. Results indicated that struggling reader classification using both word reading accuracy and fluency as opposed to accuracy alone captured bilingual reading difficulties (difficulties in both languages) more accurately. Across all grades, there was a significant relationship between being a struggling reader in English and being a struggling reader in French, with the percentage of overlap ranging from 56 to 82%. Moreover, being a bilingual struggling reader in grade 1 was significantly related to being a bilingual struggling reader in grades 2 and 3. These findings suggest that English-French bilingual children with reading impairments have significant and persistent deficits in both languages.

Explaining Performance in Word Reading and Comprehension Across Ages: An Analysis of Multiple Hypotheses with the Wechsler Individual Achievement Test, Fourth Edition

Like all psychoeducational batteries, the Wechsler Individual Achievement Test, fourth Edition (WIAT-4) requires independent investigation and analysis. The publisher provides multiple theories to support interpretation of its reading measures. At the word reading level, the battery includes a new Phonemic Proficiency subtest that the publisher reported correlated relatively higher with word reading skills than more basic phonological measures. However, its explanation of word reading skills in the context of other important predictors, like vocabulary, has not been investigated. At the comprehension level, the publisher endorsed an expanded simple view of reading, where oral reading fluency skills mediate the effects of word reading and oral language skills on comprehension. Using structural equation modeling with correlations provided in the technical manual, these analyses investigated multiple hypotheses stemming from publisher-endorsed theories. Results conformed to much of the publisher’s word level theories, but they were more equivocal at the comprehension level. Implications for WIAT-4 interpretation are discussed.

The Effects of Reading Fluency Intervention via Tele-practice Parent Coaching on Parent’s Intervention Strategies and the Reading Fluency Skills of Children with Cochlear Implants

Objectives: The purpose of this study was to investigate the effectiveness of tele-practice parent coaching on parents’ intervention strategies and the reading fluency skills of children with cochlear implants (CIs).Methods: Five dyads of mother and child with CIs participated in this study. Five Korean second graders with cochlear implants participated in reading fluency tasks individually. All of them had reading fluency difficulties. We examined the efficacy of tele-practice parent coaching program for children with CIs by employing a pretest-posttest-maintenance design.Results: The parents demonstrated increases in their use of each reading intervention strategies after parent-coaching instruction. Post and maintenance of intervention strategies use in the home was sustained; indicating that parent coaching routines are effective to achieve maximal outcomes. All children demonstrated gains in their use of reading fluency skills.Conclusion: The results show that the parent coaching delivered through tele-practice had positive effects on parents’ learning behaviors and the reading fluency of children with CIs. This study provides useful information for developing parent coaching programs in terms of the reading fluency skills of children with CIs. Thus, the implementation of developing parent programs in the field of communication disorders is suggested.

Reading Difficulty and Development of Fluent Reading Skills: An Action Research

Reading Difficulty and Development of Fluent Reading Skills: An Action Research

Atypical Relationships Between Neurofunctional Features of Print-Sound Integration and Reading Abilities in Chinese Children With Dyslexia.

Conquering print-sound mappings (e.g., grapheme-phoneme correspondence rules) is vital for developing fluent reading skills. In neuroimaging research, this ability can be indexed by activation differences between audiovisual congruent against incongruent conditions in brain areas such as the left superior temporal cortex. In line with it, individuals with dyslexia have difficulty in tasks requiring print-sound processing, accompanied by a reduced neural integration. However, existing evidence is almost restricted to alphabetic languages. Whether and how multisensory processing of print and sound is impaired in Chinese dyslexia remains underexplored. In this study, we applied a passive audiovisual integration paradigm with functional magnetic resonance imaging to investigate the possible dysfunctions in processing character-sound (opaque; semantics can be automatically accessed) and pinyin-sound associations (transparent; no particular meaning can be confirmed) in Chinese dyslexic children. Unexpectedly, the dyslexic group did not show reduced neural integration compared with typically developing readers in either character or pinyin experiment. However, the results revealed atypical correlations between neural integration and different reading abilities in dyslexia. Specifically, while the neural integration in the left inferior frontal cortex in processing character-sound pairs correlated with silent reading comprehension in both children with and without dyslexia, it was associated with morphological awareness (semantic-related) in controls but with rapid naming (phonological-related) in dyslexics. This result indicates Chinese dyslexic children may not use the same grapho-semantic processing strategy as their typical peers do. As for pinyin-sound processing, while a stronger neural integration in the direction of “congruent > incongruent” in the left occipito-temporal cortex and bilateral superior temporal cortices was associated with better oral reading fluency in the control group, an opposite pattern was found in dyslexia. This finding may reflect dyslexia's dysfunctional recruitment of the regions in grapho-phonological processing, which further impedes character learning.

Electrophysiological correlates of perceptual prediction error are attenuated in dyslexia

A perceptual adaptation deficit often accompanies reading difficulty in dyslexia, manifesting in poor perceptual learning of consistent stimuli and reduced neurophysiological adaptation to stimulus repetition. However, it is not known how adaptation deficits relate to differences in feedforward or feedback processes in the brain. Here we used electroencephalography (EEG) to interrogate the feedforward and feedback contributions to neural adaptation as adults with and without dyslexia viewed pairs of faces and words in a paradigm that manipulated whether there was a high probability of stimulus repetition versus a high probability of stimulus change. We measured three neural dependent variables: expectation (the difference between prestimulus EEG power with and without the expectation of stimulus repetition), feedforward repetition (the difference between event-related potentials (ERPs) evoked by an expected change and an unexpected repetition), and feedback-mediated prediction error (the difference between ERPs evoked by an unexpected change and an expected repetition). Expectation significantly modulated prestimulus theta- and alpha-band EEG in both groups. Unexpected repetitions of words, but not faces, also led to significant feedforward repetition effects in the ERPs of both groups. However, neural prediction error when an unexpected change occurred instead of an expected repetition was significantly weaker in dyslexia than the control group for both faces and words. These results suggest that the neural and perceptual adaptation deficits observed in dyslexia reflect the failure to effectively integrate perceptual predictions with feedforward sensory processing. In addition to reducing perceptual efficiency, the attenuation of neural prediction error signals would also be deleterious to the wide range of perceptual and procedural learning abilities that are critical for developing accurate and fluent reading skills.

Developmental Trajectories of Letter and Speech Sound Integration During Reading Acquisition.

Reading acquisition in alphabetic languages starts with learning the associations between speech sounds and letters. This learning process is related to crucial developmental changes of brain regions that serve visual, auditory, multisensory integration, and higher cognitive processes. Here, we studied the development of audiovisual processing and integration of letter-speech sound pairs with an audiovisual target detection functional MRI paradigm. Using a longitudinal approach, we tested children with varying reading outcomes before the start of reading acquisition (T1, 6.5 yo), in first grade (T2, 7.5 yo), and in second grade (T3, 8.5 yo). Early audiovisual integration effects were characterized by higher activation for incongruent than congruent letter-speech sound pairs in the inferior frontal gyrus and ventral occipitotemporal cortex. Audiovisual processing in the left superior temporal gyrus significantly increased from the prereading (T1) to early reading stages (T2, T3). Region of interest analyses revealed that activation in left superior temporal gyrus (STG), inferior frontal gyrus and ventral occipitotemporal cortex increased in children with typical reading fluency skills, while poor readers did not show the same development in these regions. The incongruency effect bilaterally in parts of the STG and insular cortex at T1 was significantly associated with reading fluency skills at T3. These findings provide new insights into the development of the brain circuitry involved in audiovisual processing of letters, the building blocks of words, and reveal early markers of audiovisual integration that may be predictive of reading outcomes.

تقويم الأداء التدريسي لمعلمي مقرر لغتي الجميلة في ضوء مهارات الطلاقة القرائية

هدفت الدراسة إلى تقويم الأداء التدريسي لمعلمي مقرر لغتي الجميلة في ضوء مهارات الطلاقة القرائية، وإعداد تصور مقترح لتطوير الأداء التدريسي لمعلمي مقرر لغتي الجميلة في تدريس مهارات الطلاقة القرائية، ولتحقيق أهداف الدراسة استخدم البحث المنهج الوصفي، حيث تم إعداد قائمة بمهارات الطلاقة القرائية لدى تلاميذ الصف الخامس الابتدائي، وبطاقة ملاحظة الأداء التدريسي للمعلمين، حيث طبقت على عينة عشوائية مکونة من (58) معلما من معلمي مقرر لغتي الجميلة للصف الخامس بمکة المکرمة، وبعد تحليل النتائج وإجراء المعالجات الإحصائية، أظهرت نتائج الدراسة أن مستوى تمکن معلمي مقرر لغتي الجميلة للصف الخامس الابتدائي بمدينة مکة المکرمة من مهارات تدريس الطلاقة القرائية کان بدرجة متوسطة، بمتوسط حسابي(2.28)، حيث جاءت مهارة النطق في مقدمة المهارات التي برز فيها تمکن معلمي مقرر لغتي الجميلة للصف الخامس الابتدائي من مهارات تدريس الطلاقة القرائية، بمتوسط حسابي(2.36)، يليها مهارة الدقة القرائية، بمتوسط حسابي (2.34)، ثم مهارة المعدل والسرعة القرائية، بمتوسط حسابي(2.28)، وأخيرا مهارة القراءة المعبرة في الأداء مع الفهم، بمتوسط حسابي (2.20)، وبناء على نتائج الدراسة اقترح الباحث عددا من المقترحات تمثلت في تزويد معلمي مقرر لغتي بالمهارات اللغوية والتي تتضمن الصحة في النطق والإلقاء والجودة في الأداء والطلاقة القرائية، والتدريب على القراءة الصحيحة الخالية من الأخطاء الإملائيـة، وذلک مـن خـلال ضـبط شـکل الحروف والجمل والنطق الصحيح لمخارج الحروف، وتطوير وتنمية مهارات التدريس لمقرر لغتي بما يعزز من جودة أدائهم المهني عموما وفي مجال تحسين مهاراتهم في تدريس الطلاقة القرائية. The current study aimed to evaluate the teaching performance of Arabic Language teachers in the light of reading fluency skills, as well as prepare a proposed conception to develop their teaching performance in teaching literacy skills. The research used the descriptive approach to achieve the objectives of the study. A list of the literacy skills of fifth grade pupils, as well as teaching performance note card for teachers were prepared. The study was applied on a random sample of (58) Arabic language teacher of fifth primary grade in Makkah City. After analyzing the results and conducting statistical treatments, the results of the study showed that The mastery level of the fifth grade Arabic language teachers, in Makkah Primary Schools, for the skills of teaching reading fluency was of medium degree, with average of (2.28). The skill of pronunciation came at the forefront of the skills in which the teachers of the fifth grade Arabic language were able to teach reading fluency skills, with an average of (2.36), followed by the skill of reading accuracy, with average (2.34), then the skill of reading speed, with average (2.28), and finally the skill of expressive reading in performance with comprehension, with an arithmetic average (2.20). Based on the results of the study, the researcher suggested a number of recommendations, represented in providing Arabic language teachers with basic skills, represented in the quality and correctness of speech, fluency in reading and correct speech or performance. Furthermore, training them on proper reading free from misspellings, by adjusting the form of words and the correct pronunciation of articulation of sounds, as well as developing teaching skills for the Arabic language course in a way that enhances the quality of their professional performance in general and in the field of improving their skills in teaching literacy fluency.

Effects of P3C2R+GIRD vs. KAPS Models on Developing EFL Reading Comprehension, Phonological Awareness and Oral Reading Fluency Skills among Primary Stage Struggling Readers

Effects of P3C2R+GIRD vs. KAPS Models on Developing EFL Reading Comprehension, Phonological Awareness and Oral Reading Fluency Skills among Primary Stage Struggling Readers

What Does “Below Basic” Mean on NAEP Reading?

The fourth-grade 2019 National Assessment of Educational Progress (NAEP) Reading assessment shows that 34% of the nation’s students perform below the NAEP Basic level. However, because there is no achievement-level description for below Basic, educators and policymakers lack information on the nature of the reading difficulties that these students face. To help fill this gap, we analyze data from the 2018 NAEP Oral Reading Fluency study. We find that, compared with students who perform at the NAEP Basic level and above, students who perform below NAEP Basic level are much more likely to have poor oral reading fluency and word reading skills.

Effects of Reading Fluency and Comprehension Supplemental Education Program (OKA2DEP) on Reading Skills of Students with Specific Learning Disabilities

This study aimed to develop the Reading Fluency and Comprehension Supplemental Education Program (OKA2DEP) and investigate the effects on reading fluency and comprehension skills of students with specific learning disabilities (SLD) in Turkey. OKA2DEP is the abbreviation of the Turkish name of the program and OKA stands for both reading fluency and reading comprehension and therefore had 2 as a superscript number. DEP stands for Supplemental Education Program. OKA2DEP contains the keyword/mnemonic, repeated reading and story map strategies, and the word cards exercises. The changing criterion design, which belongs to the single subject designs, was used for the study. Social validity data were collected through subjective evaluation and social comparison. Results showed that OKA2DEP was effective in developing participants’ reading fluency and comprehension and that they were able to maintain these skills one, two and three months after completing the implementation. Findings indicated that participants and their parents were satisfied with the effects of OKA2DEP, but participating students’ reading levels were still behind their peers without disabilities.

Oral Reading Fluency: Teaching and Assessment Strategies

Oral reading fluency skill is one of the keys to reading comprehension. Despite the significance of this skill, many reading curricula pay no attention to it [1]. Private schools in the United Arab Emirates (UAE) are giving great attention to reading fluency more than public schools. As a result, the current study adopted the exploratory qualitative design, in which three tools (documents analysis, classroom observations, and interviews) were employed respectively to investigate this issue in two private schools within the UAE. In particular, this study aimed: (1) to identify oral reading strategies used in private schools, (2) to identify the assessment strategies used to assess oral reading fluency, and (3) to identify if there is a match between the reading-aloud strategies and the assessment strategies used. Interestingly, the exploratory design helped to gain well-founded insights about the significance of teaching and assessing this skill. Moreover, the findings revealed English teachers' practices in teaching and assessing students' oral reading fluency. Teachers used plenty of reading-aloud strategies such as repeated reading, pair reading, individual reading-aloud, practice reading, choral reading, reading practice, and assisted reading to build and improve students' reading fluency. It was also obvious that different assessment techniques were employed to assess students' oral reading fluency such as the rubric, checklist, DIBLES: WCPM test, word efficiency test, and keeping records of students' performance. Furthermore, it was clear that the aforementioned assessment tools were suitable with the reading-aloud instruction provided to the students. Notably, this research has contributed to the limited body of knowledge within the UAE about the significance of integrating reading-aloud strategies in any reading programs to develop students' fluency and comprehension. The study bridged the gap in the literature through exploring more than one strategy and more than one assessment tool used to boost students' oral reading fluency. According to the previous findings, fostering oral reading fluency and creating a better reader, who reads fluently should be taken into account. Therefore, oral reading fluency should not be neglected. Policymakers and curriculum designers have to think of incorporating teaching and assessing oral reading fluency into reading programs and curriculum.

"Effectiveness of Emotion Regulation Strategies in Developing Preparatory Stage Students’ EFL Oral Reading Fluency Skills"

"Effectiveness of Emotion Regulation Strategies in Developing Preparatory Stage Students’ EFL Oral Reading Fluency Skills"

A Critical Analysis on Turkish Lesson Curriculum and Textbooks in terms of Fluent Reading Skills

Türkçe dersinin öğrenme alanlarından biri olan okuma, öğrencinin yaşam boyu kullanacağı temel becerilerden biridir. Bu anlayıştan hareketle, Türkçe dersine ait öğretim programları öğrencilerin birinci sınıftan sekizinci sınıfa kadar okuma-anlama becerilerini geliştirmeye odaklanmaktadır. Okumadan farklı olarak akıcı okuma, programlarda ayrı bir öğrenme alanı olarak 2018’e kadar kendine yer bulamamıştır. Okumanın ileri bir boyutu olarak düşünülen akıcı okuma, bir metin içerisinde anlam ünitelerine dikkat ederek belli bir hızda, konuşurcasına yapılan okumadır. Akıcı okumanın dört temel bileşeni vardır: Doğru okuma, hız, prozodi ve anlama. Doğru okuma, hız ve prozodi sayesinde akıcı bir okuma gerçekleşmekte ve anlama kolayca ulaşılmaktadır. Bu çalışmanın amacı, akıcı okumanın temel bileşenlerini yansıtma durumu bakımından öğretim programındaki kazanımları ve ders kitaplarındaki etkinleri incelemektir. Araştırmada veri toplama aracı olarak ilgili literatürün derlenmesiyle belirlenen ‘Akıcı Okumanın Temel Bileşenleri Formu’ kullanılmıştır. Araştırmanın inceleme nesnelerini ise 2019 Türkçe Dersi Öğretim Programı (TDÖP) ile MEB ve özel yayınevlerine ait (1-8 sınıflar) on dört adet Türkçe ders kitabı oluşturmaktadır. Nitel bir yaklaşımla desenlenen araştırmada doküman inceleme yöntemi kullanılmıştır. Verilerin analizinde ise nitel araştırma tekniklerinden betimsel analiz kullanılmıştır. Araştırmanın sonuçları, TDÖP’deki kazanımların ve ders kitaplarındaki etkinliklerin akıcı okumanın temel bileşenleri üzerinde yeterince odaklanmadığını ortaya koymaktadır. Programda özellikle prozodi ile ilgili kazanımlara daha fazla yer verildiği, doğru okuma ve hız ile ilgili kazanımların ise ihmal edildiği tespit edilmiştir. Bununla birlikte incelenen ders kitaplarında da özellikle doğru okuma ve hız ile ilgili kazanım ve etkinliklerin yetersiz olduğu belirlenmiştir. Ayrıca ders kitaplarında prozodi ile ilgili etkinlik ve yönergelere daha fazla yer verilmiştir. Bunun yanı sıra hem öğretim programında hem de ders kitaplarındaki etkinlik ve yönergelerde akıcı okumayla ilgisi bulunmayan unsurlara da yer verildiği görülmüştür.

The Effect of Interactive Reading Aloud on Student Reading Comprehension, Reading Motivation and Reading Fluency

This study aimed to examine the effect of interactive reading aloud (IRA) lessons on students’ reading comprehension levels, reading motivation, and reading fluency skills. A mixed experimental design was used to model the study. This study was conducted in a Turkish public school in the academic year 2017–2018, with 62 second-grade students, 22 in the first experimental group, 20 in the second experimental group, and 20 in the control group, and it lasted for 11 weeks. The IRA lessons within the research scope were performed by the researcher in one experimental group and by a second-grade teacher who was responsible for the class itself in the other experimental group. Reading Comprehension Rubric, Motivation to Read Profile scale, and Rubric for Reading Prosody were used as the data collection tool. The findings of the study revealed that reading comprehension, reading motivation, and reading fluency levels of the students in the experimental groups were higher than those of the students in the class, where lessons were taught on the basis of the current Turkish lesson curriculum. Furthermore, it was determined that IRA practices improved students’ levels of reading comprehension, reading motivation and reading fluency skills, independently of the practitioner.

The Effect of Parent-Assisted Reading Intervention Program on Second Grade Students’ Fluent Reading and Reading Comprehension Skills

The Effect of Parent-Assisted Reading Intervention Program on Second Grade Students’ Fluent Reading and Reading Comprehension Skills