References
[1]. Alderson, J. C., & Urquhart, A. H. (1985). This test is
unfair: I'm not an economist. In P. Haupman, R. LeBlanc, &
M. B. Wesche (Eds.), Second Language Performance
Testing (pp. 25-44). University of Ottawa Press.
[2]. Anderson, R. C., & Freebody, P. (1981). Vocabulary
knowledge. In J. T. Guthrie, (ed), Comprehension and
Teaching: Research Reviews (pp. 77–117). International
Reading Association.
[3]. Bachman, L. F. (2004). Statistical Analyses for
Language Assessment Book. Cambridge University Press.
[4]. Cohen, J. (2013). Statistical Power Analysis for the
Behavioral Sciences. Routledge, New York.
[5]. Creswell, J. W. (2012). Educational Research:
Planning, Conducting and Evaluating Quantitative and
Qualitative Research (4th ed.). Pearson.
[6]. Day, R. R., Bamford, J., Renandya, W. A., Jacobs, G.
M., & Yu, V. W. S. (1998). Extensive reading in the second
language classroom. RELC Journal, 29(2), 187-191.
https://doi.org/10.1177/003368829802900211
[7]. De Naeghel, J., Van Keer, H., Vansteenkiste, M., &
Rosseel, Y. (2012). The relation between elementary
students' recreational and academic reading
motivation, reading frequency, engagement, and
comprehension: A self-determination theory perspective.
Journal of Educational Psychology, 104(4), 1006–1021.
https://doi.org/10.1037/a0027800
[8]. Fuchs, L. S., Fuchs, D., Hosp, M. K., & Jenkins, J. R.
(2001). Oral reading fluency as an indicator of reading
competence: A theoretical, empirical, and historical
analysis. Scientific Studies of Reading, 5, 239–256. https://doi.org/10.1207/S1532799XSSR0503_3
[9]. Fujita, K., & Yamashita, J. (2014). The relations and
comparisons between reading comprehension and
reading rate of Japanese high school EFL learners. The
Reading Matrix, 14(2), 34-49.
[10]. Gough, P. B., & Tunmer, W. E. (1986). Decoding,
reading, and reading disability. Remedial and Special
Education, 7(1), 6-10. https://doi.org/10.1177%2F074193258600700104
[11]. Grabe, W. (2008). Reading in a Second Language:
Moving From Theory to Practice. Cambridge University
Press.
[12]. Grabe, W., & Stoller, F. L. (2020). Teaching and
Researching Reading (3rd ed.). Routledge.
[13]. Guthrie, J. T., & Wigfield, A. (1997). Reading
engagement: A rationale for theory and teaching. In J. T.
Guthrie & a Wigfield (Eds.), Reading Engagement:
Motivating Readers through Integrated Instruction (pp. 1-12). International Reading Association.
[14]. Guthrie, J. T., Wigfield, A., Metsala, J. L., & Cox, K. E.
(1999). Motivational and cognitive predictors of text
comprehension and reading amount. Scientific Studies
of Reading, 3(3), 231-256. https://doi.org/10.1207/s1532799xssr0303_3
[15]. Hiebert, E. H., & Daniel, M. (2019). Comprehension
and rate during silent reading: Why do some students do
poorly?. Reading and Writing, 32, 1795–1818. https://doi.org/10.1007/s11145-018-9917-7
[16]. Hu, M., & Nation, I. S. P. (2000). Unknown vocabulary
density and reading comprehension. Reading in a
Foreign Language, 13(1), 403–430.
[17]. Jeon, E. H., & Yamashita, J. (2014). L2 reading
comprehension and its correlates: A meta analysis.
Language Learning, 64(1), 160-212.
[18]. Kim, K. J. (2011). Reading motivation in two
languages: An examination of EFL college students in
Korea. Reading and Writing, 24(8), 861-881. https://doi.org/10.1007/s11145-010-9229-z
[19]. Kim, Y.-S. G., Quinn, J. M., & Petscher, Y. (2021). What
is text reading fluency and is it a predictor or an outcome of reading comprehension? A longitudinal investigation.
Developmental Psychology, 57(5), 718–732. https://doi.org/10.1037/dev0001167
[20]. Klauda, S. L., & Guthrie, J. T. (2008). Relationships of
three components of reading fluency to reading
comprehension. Journal of Educational Psychology,
100(2), 310-321. https://doi.org/10.1037/0022-0663.100.2.310
[21]. Klauda, S. L., & Guthrie, J. T. (2014). Comparing
relations of motivation, engagement, and achievement
among struggling and advanced adolescent readers.
Reading and Writing, 28(2), 239–269. https://doi.org/10.1007/s11145-014-9523-2
[22]. Koda, K. (2005). Insights into Second Language
Reading: A Cross-Linguistic Approach. Cambridge
University Press.
[23]. Kuhn, M. R., & Stahl, S. A. (2003). Fluency: A review of
developmental and remedial practices. Journal of
Educational Psychology, 95(1), 3-21.
[24]. Kuhn, M. R., Schwanenflugel, P. J., & Meisinger, E. B.
(2010). Aligning theory and assessment of reading
fluency: Automaticity, prosody, and definitions of fluency.
Reading Research Quarterly, 45(2), 230-251. https://doi.org/10.1598/RRQ.45.2.4
[25]. Landi, N. (2010). An examination of the relationship
between reading comprehension, higher-level and
lower-level reading sub-skills in adults. Reading and
Writing, 23(6), 701-717. https://doi.org/10.1007/s11145-009-9180-z
[26]. Laufer, B. (1989). What percentage of text-lexis is
essential for comprehension? In C. Lauren & M. Nordman
(Eds.), Special Language: From Humans to Thinking
Machines (pp. 316–323). Multilingual Matters.
[27]. Laufer, B., & Nation, I. S. P. (1999). A vocabulary-size
test of controlled productive ability. Language Testing,
16(1), 33-51. https://doi.org/10.1177/026553229901600103
[28]. Nagy, W. E., & Herman, P. A. (1987). Breadth and
depth of vocabulary knowledge: Implications for
acquisition and instruction. In M. G. McKeown & M. E.
Curtis (Eds.), The Nature of Vocabulary Acquisition (pp. 19-35). Psychology Press.
[29]. Nation, I. S. P. (1990). Teaching and Learning
Vocabulary. Newbury House.
[30]. Nation, I. S. P. (2001). Learning Vocabulary In Another
Language. Cambridge University Press.
[31]. National Institute of Child Health and Human
Development. (2000). Report of the National Reading
Panel. Teaching Children to Read: An Evidence-Based
Assessment of the Scientific Research Literature on
Reading and Its Implications for Reading Instruction.
Washington, DC: U.S. Government Printing Office.
[32]. Newton, J., Ferris, D., Goh, C., Grabe, W., Stoller, F., &
Vandergrift, L. (2018). Teaching English to second
language learners in academic contexts. Teaching
English to Second Language Learners in Academic
Contexts, 5, 69-73.
[33]. Nuttall, C. (1996). Teaching Reading Skills in a
Foreign Language (2nd ed.). Heinemann.
[34]. Perfetti, C. A., Landi, N., & Oakhill, J. (2005). The
acquisition of reading comprehension skill. In M. J.
Snowling & C. Hulme (Eds.), Blackwell handbooks of
developmental psychology. The science of reading: A
handbook (p. 227–247). Blackwell Publishing. https://doi.org/10.1002/9780470757642.ch13
[35]. Qian, D. (1999). Assessing the roles of depth and
breadth of vocabular y knowledge in reading
comprehension. Canadian Modern Language Review,
56(2), 282-308. https://doi.org/10.3138/cmlr.56.2.282
[36]. Read, J. (2004). Plumbing the depths: How should
the construct of vocabulary knowledge be defined? In P.
Bogaards & B. Laufer (Eds.), Vocabulary in a Second
Language (pp. 209-227). John Benjamins B.V.
[37]. Samuels, S.J. (2007). The DIBELS tests: Is speed of
barking at print what we mean by reading fluency?
Reading Research Quarterly, 42(4), 563–566.
[38]. Schaffner, E., & Schiefele, U. (2016). The
contributions of intrinsic and extrinsic reading motivation
to the development of reading competence over
summer vacation. Reading Psychology, 37(6), 917– 941.
https://doi.org/10.1080/02702711.2015.1133465
[39]. Schaffner, E., Schiefele, U., & Ulferts, H. (2013).
Reading amount as a mediator of the effects of intrinsic
and extrinsic reading motivation on reading
comprehension. Reading Research Quarterly, 48(4),
369–385.
[40]. Schiefele, U., Schaffner, E., Möller, J., & Wigfeld, A.
(2012). Dimensions of reading motivation and their
relation to reading behavior and competence. Reading
Research Quarterly, 47(4), 427–463. https://doi.org/10.1002/RRQ.030
[41]. Schiefele, U., Stutz, F., & Schaffner, E. (2016).
Longitudinal relations between reading motivation and
reading comprehension in the early elementary grades.
Learning and Individual Differences, 51, 49-58. https://doi.org/10.1016/j.lindif.2016.08.031
[42]. Schmitt, N. (2000). Vocabulary in Language
Teaching. Cambridge University Press.
[43]. Schwanenflugel, P. J., Hamilton, A. M., Kuhn, M. R.,
Wisenbaker, J. M., & Stahl, S. A. (2004). Becoming a fluent
reader: Reading skill and prosodic features in the oral
reading of young readers. Journal of Educational
Psychology, 96(1), 119-129. https://doi.org/10.1037/0022-0663.96.1.119
[44]. Soemer, A., & Schiefele, U. (2018). Reading amount
as a mediator between intrinsic reading motivation and
reading comprehension in the early elementary grades.
Learning and Individual Differences, 67, 1-11.
[45]. Stahl, S. A. (1990). Beyond The Instrumentalist
Hypothesis: Some Relationships between Word Meanings
and Comprehension. University of Illinois at Urbana-
Champaign, IL: Center for the Study of Reading.
[46]. Stoller, F. L., Anderson, N. J., Grabe, W., & Komiyama,
R. (2013). Instructional enhancements to improve
students' reading abilities. English Teaching Forum, 51,
2–11.
[47]. Troyer, M., Kim, J. S., Hale, E., Wantchekon, K. A., &
Armstrong, C. (2019). Relations among intrinsic and
extrinsic reading motivation, reading amount, and
comprehension: A conceptual replication. Reading and
Writing, 32(5), 1197-1218. https://doi.org/10.1007/s11145-018-9907-9
[48]. Wagner, R. K., Muse, A. E., & Tannenbaum, K. R.
(Eds.). (2007). Vocabulary Acquisition: Implications for
Reading Comprehension. Guilford Press.
[49]. Wang, J. H. Y., & Guthrie, J. T. (2004). Modeling the
effects of intrinsic motivation, extrinsic motivation,
amount of reading, and past reading achievement on
text comprehension between US and Chinese students.
Reading Research Quarterly, 39(2), 162-186. https://doi.org/10.1598/RRQ.39.2.2
[50]. Webb, S. (2008). Receptive and productive
vocabulary sizes of L2 learners. Studies in Second
Language Acquisition, 30(1), 79-95. https://doi.org/10.1017/S0272263108080042
[51]. Wesche, M., & Paribakht, T. S. (1996). Assessing
second language vocabulary knowledge: Depth versus
breadth. Canadian Modern Language Review, 53(1), 13-40. https://doi.org/10.3138/cmlr.53.1.13
[52]. Wigfield, A., & Guthrie, J. T. (1997a). Motivation for
reading: An overview. Educational Psychologist, 32(2), 57-58.
[53]. Wigfield, A., & Guthrie, J. T. (1997b). Relations of
children's motivation for reading to the amount and
breadth or their reading. Journal of Educational
Psychology, 89(3), 420-432. https://doi.org/10.1037/0022-0663.89.3.420
[54]. Wolf, M., & Katzir-Cohen, T. (2001). Reading fluency
and its intervention. Scientific Studies of Reading, 5(3),
211-239. https://doi.org/10.1207/S1532799XSSR0503_2
[55]. Yamaç, A., & Sezgin, Z. Ç. (2018). Relationships
among fourth graders' reading anxiety, reading fluency,
reading motivation, and reading comprehension. Eğitim
ve Bilim, 43(194), 225-243. http://doi.org/10.15390/EB.2018.7555
[56]. Yildirim, K., Seyit, A. T. E. Ş., Çetinkaya, F. Ç., & Tosun,
D. K. (2019). The Relations between Reading
Comprehension and Reading Fluency: Their Reciprocal
Roles as an Indicator and Predictor. Eğitim Bilimleri
Araştırmaları Dergisi, 9(2), 67-81.
