Relationships between Turkish Eighth-Grade Students’ Oral Reading Efficacy, Reading Comprehension and Achievement Scores on a High-Stakes Achievement Test

Abstract

The present study aimed to explore the relation between students’ oral reading efficacy, reading comprehension, and academic performance on a nationwide high school placement exam (TEOG). The students were selected from a public middle school. The students’ oral reading efficacy, comprehension, and TEOG achievement scores were obtained to figure out the relations between them. The students’ TEOG results were obtained from the school administration. The findings revealed that there were statistically significant relations between oral reading efficacy, reading comprehension and TEOG achievements. Particularly, students’ reading comprehension and accuracy skills together explained 57% of variance in overall TEOG achievements.

This article is related to:

Enhancing Outcomes for Struggling Readers: Empirical Analysis of The Fluency Development Lesson

Implementing Readers Theater in Secondary Classrooms

A Study of Reliability Across Multiple Raters When Using the NAEP and MDFS Rubrics to Measure Oral Reading Fluency

Introduction to Special Issue of Reading Psychology on Reading Fluency*

Notes

1 The other three articles originally intended for the special issue of Reading Psychology on Reading Fluency are as follows:

Smith, G. S., & Paige, D. D. (2019). A study of reliability across multiple raters when using the NAEP and MDFS rubrics to measure oral reading fluency. Reading Psychology, 40, 34–69. doi:10.1080/02702711.2018.1555361

Young, C., & Ortleib, E. (2018). Implementing readers theater in secondary classrooms. Reading Psychology, 39, 879–897. doi:10.1080/02702711.2018.1555364

Zimmerman, B. S., Rasinski, T. V., Was, C. A., Rawson, K. A., Dunlosky, J., Kruse, S. D., & Nikbakht, E. (2019). Enhancing outcomes for struggling readers: Empirical analysis of the Fluency Development Lesson. Reading Psychology, 40, 70–94. doi:10.1080/02702711.2018.1555365

Additional information

Funding

Kasim Yildirim who is one of the authors of this article is supported by the Scientific and Technological Research Council of Turkey under the grant 2219 Postdoctoral Scholarships.