An Investigation of the Relationship Between Reading Fluency and Reading Comprehension in Students with and without Learning Disabilities

Introduction: The relationship between reading fluency and reading comprehension was investigated among 55 students attending 4th grade in this study. 27 had learning disabilities and 28 were typically developing. Method: The relational screening model, a quantitative research model, was used in data analysis. Reading accuracy, speed, and prosody skills of students were assessed using a grade level text. Comprehension was assessed using a short-answer test that measured whether the information related to the text was retained, and open-ended questions that measured skills in terms of constructing meaning both literally and in depth. The data were analyzed via SPSS 18.00. Findings: The reading accuracy, speed, prosody, and comprehension scores of students with learning disabilities were significantly lower than those by their typically developing peers. There was a significant moderate correlation between reading speed and comprehension among students with learning disabilities. There was a significant moderate correlation between prosody and comprehension in typically developing students. Discussion: The students with learning disability scored lower in both reading fluency and reading comprehension. They were significantly behind their peers. It is inevitable that these reading problems in the fourth grade, where reading skills are expected to be acquired to a great extent and where teaching in academic subjects instead of reading instruction is started, will cause academic failures in the later years.