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It was observed in this research that how endurance status of fluent readers and poor readers changed as the text became longer. 40 students who were attending the primary school 4th-grade, 20 of whom were fluent readers and other 20 were poor readers, participated in the research. A narrative text was utilized in the data collection process. Students' oral readings were recorded with a voice recorder and their cores of reading rates and reading accuracy percentages were obtained by listening to the readings. The scores were analyzed with the Friedman and Nemenyi tests. At the end of the analysis, it was seen that fluent readers' reading rates did not differ significantly from the beginning to end of the text whereas poor readers' reading rates differed in favor of the first parts of the text. Accordingly, while the fluent readers read the text at the same rate all the way, the poor readers' reading rates significantly dropped from the beginning towards to the end of the text. Furthermore, fluent readers' reading accuracy percentages differed significantly from the beginning towards the end of the text in favor of the last parts while poor readers' reading accuracy percentages differed in favor of the first parts. As per the finding, whereas fluent readers' reading accuracy percentages gradually increased, poor readers' percentages gradually dropped. In other words, as the reading time and volume increased, poor readers' reading errors increased, too. These results were discussed in the light of the literature.
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How to Cite
BAŞTUĞ, Muhammet. How do fluent and poor readers' endurance differ in reading?. Cypriot Journal of Educational Sciences, [S.l.], v. 12, n. 4, p. 157-166, dec. 2017. ISSN 1305-905X. Available at: <https://sproc.org/ojs/index.php/cjes/article/view/2492>. Date accessed: 22 jan. 2018. doi: https://doi.org/10.18844/cjes.v12i4.2492.
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