The Relationships Between Reading Speed, Phonological Awareness and Word Recognition Skills of Primary School Students
Year: 2026
Type: article
Study design: Observational Study
Abstract: In this study, it was aimed to determine the reading speed, phonological awareness and word recognition levels of primary school students at the beginning of the process of learning to read, the relationships between these variables and the role of reading speed in the longitudinal development observed in the first and second grades. In order to examine the reading skills of primary school students according to various variables, predictive design, one of the relational research types, was used in the study. The study group consisted of 32 students. In the analysis of the research data, descriptive statistics of the variables were followed by relational analysis. The results of the study showed that the second grade reading rate of the students was higher than the first grade reading rate, and that the first grade reading rate and word recognition skill variables were significant predictors of the second grade reading rate. These two variables together explain the majority of the change in second grade reading speed. This situation was interpreted as second grade students' reading skills continued to improve, they recognized words more easily, but the contribution of phonological awareness to the process decreased unlike the beginning of the first reading process.
Author: Ayşe Dilek Yekeler Gökmen
Institution: Giresun University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7127048444