EXAMINING THE ABILITY AND CORRELATIONS OF ORAL READING FLUENCY AMONG SECOND-GRADE STUDENTS IN HUNGARY
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Abstract
The ability to read fluently is closely related to successful reading comprehension, thereby also impacting the success of learning (Fuchs, Fuchs, & O’Connor, 2001; Kuhn et al., 2010). Our study examines the ability, characteristics, and correlations of oral reading fluency at the second-grade level, a critical stage in the development and progression of reading fluency in Hungary. The research involved 658 students from 33 classes across 21 schools. The average time to read a 144-word story in the survey was 221.25 seconds, with a high standard deviation of 114.83 seconds. On average, students read 47.38 words per minute, with an average of 45.19 words per minute read correctly on the first attempt. As observed in other languages, our results confirmed the correlation between the three components—reading time, accuracy, and prosodic features—and reading comprehension outcomes. The examination of oral reading fluency in Hungary allows for the interpretation and contextualization of the results within the international scientific discourse, and it facilitates the adaptation and development of effective practices in the Hungarian reading instruction system based on internationally proven methods.
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