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Abstract
Keywords
Abstract
This study defines and classifies the terms used in relation to fluent reading. Using a compilation method, studies conducted in this field from the 1960s to the present were examined, and the terms produced in this area were identified. The identified terms were classified according to the fundamental characteristics of fluent reading accuracy, fluency, and prosodic features and examples were provided. Thus, to prevent misconceptions among those working in this field and to enable them to correctly define fluent reading problems, terms were classified and defined according to their subject area. Fluent reading errors were reclassified, defined, and explained with examples in four basic dimensions: structural and formal, prosodic and rhythmic, cognitive and analytical, and physical and behavioral. Structural and formal reading errors include skipping, adding, changing, correcting, reversing, repeating, and going back; prosodic and rhythmic errors include pausing, spelling, monotonous reading, incorrect melody and emphasis, and linking; cognitive and analytical errors include incorrect pronunciation, sound and syllable mixing, misreading, and word invention; Physical and behavioral errors have been classified as physical tracking, head and eye movements, sitting angle and distance, lip movement or silent reading, body rocking, and inability to control breath. Thus, the terminology produced in the field of fluent reading has been systematically reorganized, eliminating conceptual fragmentation in the literature. A common terminology has been proposed for teachers and specialists working in this field. This can facilitate more accurate diagnosis and assessment of fluent reading problems and the determination of appropriate intervention techniques.
Keywords
: Prosody, reading errors, reading fluency, reading fluency terminology
