摘要：The current research explored the relationships between reading fluency and reading comprehension skills of fourth grade students with regard to text types. The students’ reading fluency skills including prosody, word recognition accuracy, and word recognition automaticity were assessed by using the rubric adapted into Turkish by Yıldırım, Yıldız and Ateş (2009). Reading comprehension skills of the students were assessed in regard to deep and literal levels. Whereas literal comprehension test included the questions, the answers of which can be found from the text inside, deep comprehension test required the students to combine their background knowledge with the information in the text inside. These comprehension levels were assessed by researcher-created comprehension tests. The current research sample consisted of a total of 100 fourth-grade students studying at a low socioeconomic public school in Turkey’s Denizli province. After each student was asked to read narrative and expository texts aloud, all face to face sessionswith the student were video recorded. Then, students’ reading comprehension skills were assessed according to text types. By using video records, the students’ reading prosody, accuracy and automaticity were scored. When the data gathering process was completed, the necessary analyses, such as SEM were used to figure out the answers in response to the research questions. Through the research findings, some practical profound implications were given for future researchers, practitioners, and policy makers in education system.
其他摘要：Bu çalışmada 4. sınıf öğrencilerinin metin türlerine göre akıcı okuma ve okuduğunu anlama becerileri arasındaki ilişkiler incelenmiştir. Öğrencilerin hikâye edici ve bilgi verici metinlerde akıcı okumaları; hız, doğru okuma ve prozodi boyutlarında Yıldırı
